Multidimensional Curriculum Enhancing Future Thinking Literacy: Teaching Learners to Take Control of Their Future

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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.

Penyemaian Sikap Hidup Damai di Sekolah: Tinjauan Pendidikan Perdamaian dan Multi-Dimensi Kurikulum

This article aims to theoretically elaborate a strategy of disseminating peace through peace education and curriculum construction integrated with schooling experiences. Violent behaviors committed by several groups of students have become a reason of why peace dissemination in schools is paramount. The existing curriculum merely concerning its teaching and learning documents has been considered as both insufficient for integrated peace education and inadequate to transform behaviors for peace. This study was conducted through library research on books and journals informing peace education and multidimensional curriculum. This study finds that peace education, which includes building capacities to reduce violence and to sustain cooperative and equal relationships, can be constructed in schooling processes. Moreover, the learning stages need to incorporate various dimensions of peace contents or experiences as planned, acted, evaluated, learned and hidden within the classroom and school interactions. It is suggested that the multi-dimensional curriculum is likely to cohere with a comprehensive school framework for peaceful school life.