Prior to ACARA (2013), including personalised learning that incorporates student diversity, cross curriculum priorities and including general capabilities on top of traditional core subjects and addressing key features to revise curriculum content and pedagogy; traditional education saw students’ work in isolation within the four walls of a classroom, sitting at individual desks away from peers (Shaw, 2008). The course material consisted of the core subjects and as Hubbard (2015) identified concentrated on the three “R’s” -reading, writing and arithmetic, with the teacher being the exclusive provider of the curriculum content. Conversely, a new practice for 21st century learners is to work collaboratively with cohorts and others around the
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Specifically, The Department of Education Training and Employment (n.d) ascertained a pedagogical framework that is updated regularly to factor in the key aspects driving change in education to cultivate the success of every student. Similarly, Department of Education Employment and Workplace Relations (2009) encompassed the Belonging, Being and Becoming: Early Years Learning Framework for children between birth and five years of age that acknowledges the ‘whole’ child and how all children are unique and develop at different rates. The framework launched five outcomes that are broad and observable to measure the progress of children’s individual learning as they develop, promoting the ‘no child being left behind’ approach. On the other hand, Fullan and Langworthy (2014) state that old pedagogies were constructed on how a teacher’s quality was assessed in regards to how they demonstrated their ability to deliver curriculum content, emphasising on teaching strategies that focused on direct instruction rather than focusing on the needs of …show more content…
The role these key factors have played in changing education is astounding. As a result, 21st century education embraces the use of ICT in classrooms, promotes diversity, communication, collaboration and the need to solve real-world problems to optimise student’s global awareness and success in today’s world. Teachers acknowledge that students learn at different rates and continue to strive to incorporate student-centred planning, differentiated and scaffold teaching based on individual needs to ensure no child is left behind. Whereas, traditional education adopted a one size fits all approach with the presumption that learning was simply listening, watching and remembering as the teacher bestowed information in a textbook driven manner. Pedagogical frameworks in the 21st century incorporate the ‘whole’ child and endeavour to achieve deep learning, in contrast, to traditional pedagogical frameworks focusing on how teachers deliver curriculum content.
The changes in the curriculum and pedagogy have taken on board the key factors driving change in education to ameliorate students’ learning practises to enable them to become confident globally aware citizens that are suitably equipped for their
Specifically, The Department of Education Training and Employment (n.d) ascertained a pedagogical framework that is updated regularly to factor in the key aspects driving change in education to cultivate the success of every student. Similarly, Department of Education Employment and Workplace Relations (2009) encompassed the Belonging, Being and Becoming: Early Years Learning Framework for children between birth and five years of age that acknowledges the ‘whole’ child and how all children are unique and develop at different rates. The framework launched five outcomes that are broad and observable to measure the progress of children’s individual learning as they develop, promoting the ‘no child being left behind’ approach. On the other hand, Fullan and Langworthy (2014) state that old pedagogies were constructed on how a teacher’s quality was assessed in regards to how they demonstrated their ability to deliver curriculum content, emphasising on teaching strategies that focused on direct instruction rather than focusing on the needs of …show more content…
The role these key factors have played in changing education is astounding. As a result, 21st century education embraces the use of ICT in classrooms, promotes diversity, communication, collaboration and the need to solve real-world problems to optimise student’s global awareness and success in today’s world. Teachers acknowledge that students learn at different rates and continue to strive to incorporate student-centred planning, differentiated and scaffold teaching based on individual needs to ensure no child is left behind. Whereas, traditional education adopted a one size fits all approach with the presumption that learning was simply listening, watching and remembering as the teacher bestowed information in a textbook driven manner. Pedagogical frameworks in the 21st century incorporate the ‘whole’ child and endeavour to achieve deep learning, in contrast, to traditional pedagogical frameworks focusing on how teachers deliver curriculum content.
The changes in the curriculum and pedagogy have taken on board the key factors driving change in education to ameliorate students’ learning practises to enable them to become confident globally aware citizens that are suitably equipped for their