An Alternative Australian Curriculum Model: Vertical Cubic Curriculum

This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

Classroom Behaviour Management: Increase Student Engagement and Promoting Positive Behaviour

Student behaviour and engagement in school is crucial for effective learning. The classroom management approaches are usually categorised into two main groups- reactive and proactive. This article examines classroom behaviour management through the lens of reactive and proactive management strategies. It reports on the perceptions of different stakeholders regarding low-level disengaged behaviour in the classroom. Also, evaluate some of the strategies teachers employ for managing student behaviour and effectiveness of those strategies. Antecedent behaviour management strategies have been an effective tool for managing disengaged behaviour. Despite the positive outcomes of antecedent approaches research showed educators employed these strategies occasionally.

Education for Sustainability

This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is critical to encourage and support teachers in implementing meaningful and transformative EfS practices into their teaching It is widely recognised that establishing a democratic classroom environment and taking a student-centred constructivist approach to teaching and learning strategies, including the cooperative learning, questioning, discussion and an inquiry-based learning model, are the best suited processes and pedagogical practices for EfS.

Teacher Attitudes and Influence on Student Academic Lives: Perceptions of High School Students

The attitudes of teachers towards their students are of utmost importance in contributing to students’ academic development. This small scale qualitative study investigated the perceptions of 36 students from five different high schools on teacher attitudes and the influence of these attitudes on their lives. Findings suggested that perceived positive attitudes such as being patient and compassionate supported students’ self-confidence helping them love the lessons, socialize, develop their personalities, recognize and improve their abilities, potentials, and personal qualities. In contrast, perceived negative attitudes such as being humiliating and biased led to psychological problems, low academic success, and low self-confidence.

Exploring Effective Teacher Feedback as a Threshold Concept in ELT

Effective teacher feedback facilitates student uptake by engaging students in that feedback and leading them to act. We propose that effective teacher feedback is a threshold concept as novice teachers’ understanding of it is able to transform their conception of teaching and help them progress in their English language teaching practice. In this study, four middle school English teachers participated in stimulated recall interviews, the transcripts of which were analysed using Grounded Theory analytic process. Findings reveal three stages in Chinese English teachers’ understanding of effective teacher feedback, and three features that characterize effective teacher feedback as a threshold concept.