The intention of the Australian Curriculum is to educate every student across Australia in a uniformed national standard. The concept is developed to cultivate successful learners, and inspired individual achievement. The curriculum overview in planning and assessment begins from Foundation to Year 10. The important aspects of curriculum involve school and teachers to plan and create learning experiences to meet the needs and interests of their students. Every single student learns and develops at their capacity and pace. Accordingly, the curriculum acknowledges that students are different, and they all develop and learn at different stages (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d., para 1). The curriculum is
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The Melbourne Declaration recognises major shifts in the world political climate that are placing new pressures on educational goals for young Australians to be successful learners. The aims of the Melbourne Declaration (MCEETYA, 2008, p. 13) establish outcomes that the educational programs ought to pass on to students. It can be seen in ACARA as the learning area knowledge, skills and understandings and general capabilities. That said, schools need to focus on issues to improve educational outcomes for Australian Indigenous, and the low socioeconomic communities. It has been understood that Indigenous students are considerably fall short in educational performance (MCEETYA, 2008, p. 16), which requires school involvement, participation from families and communities to engage and meet the needs of Indigenous students. Educational outcomes for the low socioeconomic backgrounds and disadvantaged students also represent inadequately. With support and commitment from Australian government, it can close the gap for Indigenous students, it can improve the welfare of the disadvantaged students, and it can promote better communication between school and the low socioeconomic communities, to achieve equality of opportunities and better future
The Melbourne Declaration recognises major shifts in the world political climate that are placing new pressures on educational goals for young Australians to be successful learners. The aims of the Melbourne Declaration (MCEETYA, 2008, p. 13) establish outcomes that the educational programs ought to pass on to students. It can be seen in ACARA as the learning area knowledge, skills and understandings and general capabilities. That said, schools need to focus on issues to improve educational outcomes for Australian Indigenous, and the low socioeconomic communities. It has been understood that Indigenous students are considerably fall short in educational performance (MCEETYA, 2008, p. 16), which requires school involvement, participation from families and communities to engage and meet the needs of Indigenous students. Educational outcomes for the low socioeconomic backgrounds and disadvantaged students also represent inadequately. With support and commitment from Australian government, it can close the gap for Indigenous students, it can improve the welfare of the disadvantaged students, and it can promote better communication between school and the low socioeconomic communities, to achieve equality of opportunities and better future