There is an identifiable gap between Australian government policy aspiration and curriculum guidance found in the content of the renewed Australian Curriculum (2018) that has been designed to support the cross-curriculum priority (CCP) of Asia and Australia’s engagement with Asia. We have employed an inductive, interpretative research methodology to analyse the curriculum guidance as data to examine how the Australian government’s policies that are predicated on strengthening its partnerships with Asia are being supported by the Australian Curriculum and its State and Territory derivatives. We found that Australian Curriculum content that has been included to support the CCP Asia and Australia’s engagement with Asia is minimal, unevenly distributed across the key learning areas, and that the inclusion of content is different between the overall Australian Curriculum and its State and Territory derivatives across key ideas, learning areas, and explanatory materials. Identifying a gap, we critically discuss two aspects of our findings: content real estate and its location, and the skills and knowledge assumed of teachers.
- Asia and Australia’s engagement with Asia
- Australian curriculum
- cross-curriculum priority
- initial teacher education
- pre-service teachers