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Concept-Based Curriculum: An Australian Experience

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Abstract

In Australia, approaches to concept-based curriculum have been embraced by progressive teachers who recognise that a conceptual framework allows learners to summarise, synthesise and organise key ideas. They support learners in the transition from the acquisition of myriad atomised facts to the development of broader conceptual knowledge and understanding. Ideally, a concept-based curriculum identifies the driving concepts; articulates the targeted knowledge, skills or capabilities; frames the assessment tasks for providing evidence of learning; and includes an appropriate sequence of learning experiences (Erickson, L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press Inc.; Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development). Teachers who engage in this approach to curriculum planning understand the interconnectedness of curriculum, pedagogy and assessment and identify the importance of the conceptual lens in helping students to make meaning and deepen their thinking around the curriculum content.

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Authors and Affiliations

  1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia

    Sally Godinho

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  1. Sally Godinho
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Correspondence to Sally Godinho .

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Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Liang See Tan

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Letchmi Devi Ponnusamy

  3. Curriculum Planning and Development Division, Ministry of Education, Singapore, Singapore

    Chwee Geok Quek

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Godinho, S. (2017). Concept-Based Curriculum: An Australian Experience. In: Tan, L., Ponnusamy, L., Quek, C. (eds) Curriculum for High Ability Learners. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-10-2697-3_6

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  • DOI: https://doi.org/10.1007/978-981-10-2697-3_6

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