The governance of curriculum in Australia, 1981‐1991

Braithwaite, R. J.

doi:10.1080/0022027940260505

Cited by 6 publications

(3 citation statements)

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“…'Given the different interactions between teachers and learners, the different beliefs and practices about how people learn and the huge differences in the contexts in which this learning happens, it is important to acknowledge that no one lesson can ever be implemented in exactly the same way from one suburb to the next, let alone across the country.' Throughout history, Australian education has been the responsibility of the eight different states and territories because of constitutional decisions taken in 1901 (Braithwaite, 1994). 'The Commonwealth government has an economic interest in the curriculum ensuring it provides students with the knowledge and skills that will enhance the earning capacity of future generations' (Dinan-Thompson, 2006: 27).…”

Section: Curriculum Reform In Australia: the Needmentioning

confidence: 99%

“…Throughout history, Australian education has been the responsibility of the eight different states and territories because of constitutional decisions taken in 1901 (Braithwaite, 1994). ‘The Commonwealth government has an economic interest in the curriculum ensuring it provides students with the knowledge and skills that will enhance the earning capacity of future generations’ (Dinan-Thompson, 2006: 27).…”

Section: Curriculum Reform In Australia: the Needmentioning

confidence: 99%

“…How will curriculum be managed differently to the last curriculum reform at a national level and how deep will policy be implemented and monitored within the eight different states and territories who have maintained responsibility since 1901? (Braithwaite, 1994).…”

Section: Introductionmentioning

confidence: 99%

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Australian curriculum reform II

Lynch

2014

European Physical Education Review

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It is implied by governing organizations that Australia is presently experiencing its first national curriculum reform, when as the title suggests it is the second. However, until now Australian states and territories have been responsible for the education curriculum delivered within schools. The present national curriculum reform promises one curriculum framework for health and physical education (HPE), currently under review. This paper explores the history of Australian curriculum reform in the HPE key learning area, revealing that the present review offers an opportunity to focus on the vital ‘implementation’ stage which seems to be continually overlooked.

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Section: Curriculum Reform In Australia: the Needmentioning

confidence: 99%

Section: Curriculum Reform In Australia: the Needmentioning

confidence: 99%

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Australian curriculum reform II

Lynch

2014

European Physical Education Review

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Introduction

Lynch¹

2019

Physical Education and Wellbeing

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How does a physical education teacher become a health and physical education teacher?

Lynch

2015

Sport, Education and Society

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The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many selfperceived physical education (PE) teachers have voiced concern about not knowing how they go about this. This research investigates 'How PE teachers best become HPE teachers?' We are reminded by Kirk that this is not the first time teachers have implemented this very change in Australia. Many similarities can be drawn between the recent national Australian Curriculum: HPE and the 1994 HPE National Statement and Profile, which provided a foundation for the construction of the 1999 Queensland HPE (P-10) Syllabus. As recommended by Kirk this study 'look[s] to the past for lessons about the present and where we might be heading in the future', by investigating school responses to the 1999 Queensland HPE (P-10) syllabus and curriculum documents. Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of each school was 'evaluative' and 'multiple' case study. The sites for the three case studies involved: one small; one medium; and one large-sized Brisbane Catholic Education primary school. The three case studies were selected as representative of different demographics and the methods engaged so as to enable precision of details were semi-structured interviews, reflective journal, observations and document analysis. Data gathered suggest that enacting the HPE key learning area is very achievable. Implementation is enhanced by HPE leadership, underpinned by clear communication. More so, barriers can be overcome through professional development and support. This study is significant nationally, and the findings may be of wider international interest. It models how school leaders can optimise the health opportunities within their context and models how PE teachers can become HPE teachers.

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The governance of curriculum in Australia, 1981‐1991

Cited by 6 publications

References 6 publications

Australian curriculum reform II

Australian curriculum reform II

Introduction

How does a physical education teacher become a health and physical education teacher?

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