Melbourne Declaration’s “Successful Learners”

The Melbourne Declaration’s vision of “successful learners” (what would you add? how would you achieve these goals?)

Successful learners..

  • develop their capacity to learn and play an active role in their own learning
  • have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas
  • are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way as the result of studying fundamental disciplines
  • are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines
  • are able to plan activities independently, collaborate, work in teams and communicate ideas
  • are able to make sense of their world and think about how things have become the way they are
  • are on a pathway towards continued success in further education, training or employment, and acquire the skills to make informed learning and employment decisions throughout their lives
  • are motivated to reach their full potential.

 Isolated as elements for curriculum integration and assessment

  • play an active role in their own learning
  • have the essential skills
in literacy
  • have the essential skills
in numeracy
  • are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas
  • are able to think deeply
and logically,
  • are able to obtain and evaluate evidence in a disciplined way as the result of studying fundamental disciplines
  • are creative, innovative and resourceful
  • are able to solve problems in ways that draw upon a range of learning areas and disciplines
  • are able to plan activities independently,
  • are able to collaborate, work in teams
  • are able to communicate ideas
  • are able to make sense of their world
  • are able to think about how things have become the way they are
  • are on a pathway towards continued success in further education, training or employment
  • acquire the skills to make informed learning and employment decisions throughout their lives
  • are motivated to reach their full potential

Melbourne Declaration

“The development of the Australian Curriculum will occur over three broad timeframes and is guided by two key documents: the Melbourne Declaration on Educational Goals for Young Australians (pdf) and the Shape of the Australian Curriculum (pdf).”

from the opening paragraph on the Curriculum page of the ACARA Web site.

Validation from the Shape of the Australian Curriculum:

The curriculum development work of ACARA is guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the Ministerial Council in December 2008. The Melbourne Declaration emphasises the importance of knowledge, skills and understanding of learning areas, general capabilities and cross-curriculum priorities as the basis for a curriculum designed to support 21st century learning.

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