The intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW Stage 5 History syllabus

Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives

“…Despite the positive effect of teaching skills like goals setting or self-regulation on student achievement (Hattie, 2008) and on cognitive development (Bayat & Tarmizi, 2010;Venville & Oliver, 2015), they are rarely addressed explicitly in learning objectives or seen worthy of separately allocated lesson time, and are often considered to be less academic than cognitive skills (Kereluik et al, 2013;Marzano & Kendall, 2008). An analysis of 15 different chemistry syllabi in Turkey showed that the cognitive domain dominates learning goals (Pekdağ & Erol, 2013) and more locally, Morris and Burgess (2018) highlight the very limited usage of metacognitive knowledge dimensions in in the Australian history curriculum as well as the previous New South Wales history curriculum. This could be the case because it is difficult to reach a consensus about the successful mastery of certain metacognitive or emotive skills that cannot be observed directly, i.e.…”