Response to Weekly Questions: Curriculum, Teachers, and Society

This essay presents a student's responses to weekly questions concerning curriculum, teacher roles, and stakeholders within the Australian educational context. The student explores the concepts of hidden and null curricula, providing examples from their personal experiences in elementary and high school, and discusses their impact on student development. The essay then delves into the role of the teacher, emphasizing their responsibilities in curriculum implementation, understanding student needs, and adapting teaching methods. Finally, the essay identifies and analyzes key stakeholders in the Australian Curriculum, including students, teachers, school leaders, parents, and community members, highlighting their respective roles and contributions to the educational process. The student emphasizes the importance of a holistic approach to curriculum development, encompassing not only the formal curriculum but also the informal learning experiences and the collaborative efforts of all stakeholders to enhance student learning and achievement.

Running head: RESPONSE 1
Response
Name
Institution

RESPONSE TO QUESTIONS 2
Response to Weekly Questions
Topic1: The Hidden and Null Curriculum
There are various hidden and null features of the Curriculum that I experienced in
secondary as well as elementary school. For as to understand some of the hidden and null
features of the Curriculum that I encounter in elementary school, let us define the meaning of
hidden and null Curriculum. Hidden Curriculum may be described as the unwritten, unintended,
and often unofficial lessons, values, as well as perspectives that I learned in the institution
(Høgdal et al.2019). These aspects of hidden Curriculum indeed prepare me when I was in high
school to be self-reliant as well as provided me with the needed moral as well as aesthetic values.
On the other hand, Null Curriculum comprises of visual performing arts, for example, sports and
drama which are taught outside classroom mainly for competition purpose (Tatar & Adigüzel,
2019).
In High school, I acquired different aspect of hidden Curriculum: For instance, I acquired
how I should interact with teachers, peers, as well as other adults; how I should perceive
different races, classes, or groups of people; and what ideas are considered unacceptable or
acceptable. There are a lot of things that I learned via the hidden Curriculum in high school such
as respecting authority, punctuality, respecting the opinion of other pupils, having a work ethic
and aspiring to achieve. All these improve my educational experiences on the value of the hidden
Curriculum. For instance, I learned that accepting the authority in high school got me ready for
accepting the authority of any management position later in work. Also, respecting the opinions
of other pupils taught me how to interact with other people. Therefore, it is true that most of
these aspects of hidden Curriculum that I learned in high school greatly made me be the best
person today. This is because I can clearly understand the values of hidden Curriculum as a
result of the good foundation that I had in high school.

RESPONSE TO QUESTIONS 3
In high school, I learned about different things that were not described or written to be
part of our Curriculum. For instance, I learned about first aid, consumer rights, mindfulness, and
digital citizenships. I also participated in visual performing arts for example sports and drama.
All these were not described or written in the Curriculum that we covered in high school. It is
also true that the null curriculum of our high school' program incorporated not only much of the
geography and history traditionally taught in classroom, it also included essential processes that
our teachers considered nontransferable or unimportant. This greatly widens my thinking
capacity. It proposed to me things that are not taught in classroom but are essential in life. The
aspects of null Curriculum helped me to learn to think for myself, to develop my highest human
power. It is true that a concentration on the null curriculum aids assure a thorough as well as
deliberative consideration of important substitutes for selection of content. It also inspires me to
reexamine goals as well as criteria for selection in light of content. This type of Curriculum
greatly improved my educational experiences because it brought into sharp focus my knowledge
of implementing possibilities. The analysis of null Curriculum indeed provides an alternative
perspective from which I could view decisions of content exclusion and exclusion. Now, I can
create my educational goals as well as consider some essential set of curriculum alternatives. The
strong foundation that I had in high school in things dealing with null Curriculum help me now
to define the opportunities and limitations for implementation of Curriculum. This function
moves me from a concentration on selection of content to a concentration on classroom structure,
school policy, and the availability of enough resources.
Topic 2: The role of the teacher
It is true that the implementation of the Australian Curriculum has put a new demand on
tutors or teachers to discover the best method to ensure that course content and learning meets
the needs of the students (Khalid, 2016). The creation of national testing to assess the learners as

RESPONSE TO QUESTIONS 4
well as the publication of the school results both in primary and higher levels of learning
demands for a method of teaching that could match characteristics of learners based on literacy,
literature and language as required by the AEC (Australian English Curriculum). To me, the
main role of the teachers involves understanding the learners and how they learn, as well as
differentiating learning experiences to meet the abilities, interests and needs of all students
(Engels, 2018). The teachers create designs for learning on knowledge of assessment, pedagogy,
reporting and Curriculum. Processes of implementing and designing programs for effective
learning are organizing and selecting content, using appropriate pedagogies, as well as including
means of offering feedback to learners on their learning (Watson & Kleinert, 2017). The
traditional role of the tutor is to lectures the learners on a specific subject, via lessons that build
on learners ‘prior knowledge as well as moves them toward a better understanding of the subject
being taught in class.
Additionally, teachers are the key pillars in the learning and teaching process. To me, the
most important individual in the practice curriculum remains the teacher. With their experience,
competencies, and knowledge teachers remain crucial to any curriculum enhancement effort
(Shawer, 2010). In Australia, teachers have the responsibility of introducing the Curriculum to
students in classroom as well as outside the classroom. Teacher education offers a platform to
learners to get the required skill, knowledge, as well as develop positive values, beliefs and
attitudes (Izadinia, 2016). This may be done with the aid of the provided Australian Curriculum.
As Curriculum remains the best method of overall students' development, teachers
remain the mediator between students and Curriculum. Teachers know various needs of learners,
parents, and educational institution. They are also aware of the teaching strategies and teaching
methods that can improve the performance of the students in the classroom (Symeonidou, 2020).

RESPONSE TO QUESTIONS 5
Also, teachers play an essential role as the evaluator for leaning outcomes' assessment
(Rodrigues et al. 2018). Therefore, they must have some qualities, for example, designer,
planner, evaluator, manager, administrator, and researcher.
It is also true that teachers or tutors play the respective role for every step of the
Australian curriculum development process. Tutors/teachers understand their students better
compared to other people involved in the curriculum development process (Mohamad & Sihes,
2020). Whereas the government usually dictates the skills that the Curriculum should cover, a
teacher can offer insight into the kinds of materials, activities as well as particular skills that need
to be incorporated (Dobson & Douglas, 2018). Most teachers work together to identify skills
learners need at every level as well as ensure that the school curriculum amply prepares learners
to progress to the next level of education (Lingard & McGregor, 2014). Therefore, it is the role
of the teacher to modify curriculum plans, often time to time as it appropriate, to meet the
learning needs of students.
Another role of the teacher is to make inform judgments regarding how best to assist their
students learn both in the classroom and outside environments. They usually do so proficiently,
thoughtfully, as well as with apt caution (Philippakos & Moore, 2017). Teachers often consider
their values as well as those of their students as well as other stakeholders to enable them to
make informed as well as intelligent decisions during the teaching process. It is true that teachers
are experts in education, in their teaching context, in the different subjects that they teach, as
well as in their students, and may use their experience and expertise and evidence to make
informed judgments regarding their teaching practice (Arbour et al. 2016). Therefore, it is true
that teachers act as a coach when learners are involved in self-study or project work. The teacher

RESPONSE TO QUESTIONS 6
offers guidance and advice and helps learners clarify ideas as well as limit tasks. This role helps
teachers to meet the specific needs of the students in classrooms.
In conclusion, the main role of a tutor/teacher remains to deliver the instruction of the
classroom that aids students learn. To achieve this, teachers ought to prepare effective lesson
plans, grade the work of the students and provide feedback, productively navigate the
Curriculum, manage classroom material, as well as work together with other staff members. But
being a tutor/teacher requires more than creating lesson plans (McLinden et al. 2016). Teaching
remains a highly complicated profession that often covers beyond academics. Teaching requires
tutors who can make a wise judgement regarding what remains educationally desirable. Teachers
ensure that learners experience academic success, work as surrogate parents, counsellors,
mentors, as well as politicians (Bush et al. 2020). Therefore, there remains almost no limit to the
tasks a tutor/teacher may play.
Topic 3: Stakeholders
Stakeholders are institutions or individuals that are interested in the Curriculum of the
school. To me, some of the main important stakeholders of the Australian Curriculum include the
following:
a) Learners: Students remain the core of the Curriculum. I consider the student as the
center of education process. This is because everything in the Curriculum ought to revolve
around her/his interest, capabilities, abilities, and needs (Gurung, 2018). The nature of the
student should be made the science of learning. The Learners’ experiences should be the starting
point in realizing the goals of education, to allow them grow in knowledge, abilities, skills and
attitudes. It is true the students or learners are the main reason why schools exist in Australia.
Therefore, it is the responsibility of the schools to develop learners’ skills, knowledge, attitudes
and talents to face the various situations in life.

RESPONSE TO QUESTIONS 7
b) Teachers: It is true that most teachers are curricularists. Teachers are important
stakeholders in the Australian Curriculum. This is because they act as curriculum implementers
and developers. In teaching as well as learning process, the other important stakeholder is the
teacher. In Australia, it is true that most curricula begin to gain life from the time it remains
conceived as well as written. A tutor remains a curriculum maker. She writes a curriculum
almost daily via a unit plan, a yearly plan, or a lesson plan. The tutor designs indeed modify as
well as enrich the Curriculum to outfit the features of the learners. Many researchers argue that
teachers are an important stakeholder in the school curriculum because they shape the
Curriculum of the school mainly be sharing their own experiences with the students.
The role of the teacher now changes from planning to doing. Doing means guiding,
facilitating as well as directing activities which shall be done by the learners.
c) School Leaders: They act as curriculum managers. In a school institution, there
always remains a school administrator (Ali, 2018). In fact, for the principals of the school, one of
their primary functions continues to be a curriculum manager. Indeed, the last decision making in
terms of the purpose of the school rests on the hands of school administrators. In most schools in
Australia, school administrators indeed have a great concern or stake about what type of
Curriculum their institution provides as well as how these remains implemented.
d) Parents: To me, I think that parents are also vital stakeholder because they act as a
supporter of the Australian Curriculum. 'My money and my child go to this school,' this simply
means that all the parents remain the best supporters of any school that are in Australia. This is
because they contribute money to help support the education of their children. It is true that
effective involvement of parents in the affairs of the school improve the learning process in most
schools. It is a known fact that where there is an involved parent, there is a better communication

RESPONSE TO QUESTIONS 8
between home as well as school. The parents also provide environment of learning at home.
Also, parents offer materials of Curriculum that are not offered in schools.
e) Community members: it is true that the community act as the resources of the
Curriculum as well as a learning environment. The community members are important
stakeholders because they provide the resources that can be used for the implementation of the
Curriculum. Most of the members of the community are often incorporated in board of the
schools. Many of them become resource speakers. Community members also offer local as well
as indigenous knowledge in the Curriculum of the school.
f) Other stakeholders: Professional institutions have shown massive influence in the
Curriculum of the school. Some of these organizations include ACARA. The Australian
Curriculum, Assessment as well as Reporting Authority (ACARA) supervise the national
Curriculum as well as testing as well as accountability (Moran, 2017). The Australian
government, as well as all state government-funded ACARA, to develop the Curriculum.
Another vital stakeholder is the Institute for professional learning: the main work of this
organization is to control and manage professional learning opportunities for the entire education
staff- those supporting the work of institutions and those working in institutions (schools). Also,
there is the SCSA (School Curriculum and Standard Authority). The work of this institution is to
offer quality curriculum, assessment as well as reporting of standards of learners studying the
WAC (Western Australian Curriculum) so that they develop confident enough (Watt, 2017). This
institution has the responsibility of creating the mandated Curriculum that demonstrates tutors
what they remain expected to teach. Lastly, there is the AITSL (Australian Institute for Teaching
and School Leadership). It offers national leadership for Australian, Territory and State
governments in encouraging excellence in school leadership and the profession of teaching

RESPONSE TO QUESTIONS 9
(Compton & Jordan, 2019). All these mentioned institutions are key stakeholders in the
Australian Curriculum.
The Government: The government remains represented by the State education
department or Department of education. It is true that the Department of education has regulatory
and mandatory powers over the implementation of the Curriculum (Savage, 2016). The
government serves the interest of the learners. It ensures that the students acquire proper
education. The state government helps in the implementation of the Curriculum.
From this discussion, most of these stakeholders mentioned above indeed serve the
interest of a school as well as its students. This is because they play an essential role in managing
institutions (Schools). They remain the partners of the leaders of the school in creating the
schools conducive to learning and teaching. Also, the stakeholders are responsible for the
attainment of the learning outcomes via their active involvement in school programs, activities
and projects. Therefore, we can also say that most of the stakeholders mentioned above serve the
interest of the country. For example, the government of Australia ensures that all people acquire
better quality education.

RESPONSE TO QUESTIONS 10
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RESPONSE TO QUESTIONS 11
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