Why are students taught a particular curriculum?

This chapter introduces curriculum in schools and the relationship between ideology and ideas as factors shaping education curriculum development. This approach stresses that curriculum is both dynamic and contested, and focuses on the development and implementation of the Australian Curriculum to illustrate how curriculum is shaped at the Commonwealth, state/territory and jurisdictional school levels. The chapter also discusses the key learning areas, cross-curriculum priorities and general capabilities. The intention is to examine how curriculum can be an empowering vehicle to frame content areas, and inform teaching, learning programs and assessment instruments. Concepts such as the overt and hidden curriculum are examined to better understand the nature of school curriculum. Further, there is a recognition that curriculum must be interpreted and contextualised so that it meets the needs of learners at different levels and in different ways. Finally, the notion of teachers as curriculum builders and enactors is a central concept in this chapter.