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A very important defence of the subject based curriculum is presented by Young [44] who argues that well developed disciplinary knowledge should be a point of departure for education, rather than the student or the context (e.g. problems facing the world).
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The curriculum is presented to and interacted with by the students through 'Rich Exploration Applets'.
Additionally, the process of designing, approving and implementing such a curriculum is presented.
The curriculum is presented electronically (see www.australiancurriculum.edu.au) and that enables users to view the curriculum content from the perspective of any one of the three dimensions: disciplines, general capabilities and cross-curriculum priorities.
An example of a CP&T curriculum is presented.
The curriculum is presented in separate modules, as a suggestion for implementation.
A draft of a CP&T context-learning curriculum is presented in Fig. 3.
An example of a more specific CP&T curriculum is presented in Box 1.
In 2005 a competency based curriculum was introduced in the Dutch postgraduate medical training programs.
A 4-year overview of the integrated ultrasound curriculum for medical students is presented in Table 1 and specifics of the curriculum are presented in Table 2.
Both the development process and the resulting new curriculum are presented in this paper.
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