EduResearch Matters November 4, 2024 Christine Evens UNSW
As many in the curriculum ‘engine room’ know, curriculum development is a complex collaborative process that is dependent on a range of factors.
Some of those factors include: legislative frameworks of governments, curriculum reviews, policy cycles, inquiry recommendations, political priorities, funding, sources of evidence, community partnerships, education sector capacity and the available and accessed expertise of the developers. All of these make a very real impact on what the children of families across this continent experience each business day when they enter a school and its various learning environments.
Curriculum development from outside the ‘engine room’ can be a difficult space to engage with. Specialist mechanisms and user experiences can change with each batch of syllabus output. There is usually a period of some apprehension for educators and system representatives as consultation phases on draft syllabuses take place and eventually give way to published syllabuses, ready for implementation.
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