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The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.

Stories are used for diverse pedagogical purposes. Storytelling is a culturally inclusive and widely used pedagogical technique. However, the success of storytelling interventions in education can be dependent upon how teachers engage students to analyse experiences, and events to gain deeper insights to influence change in their thinking and behaviour. This paper firstly provides a literature review which synthesises Australian Curriculum content and outcome-based approaches used in values education in primary schools including storytelling. Secondly, it offers a novel taxonomy supported by a pedagogical model for storytelling. The proposed pedagogical model contains a constructivist process that can enable teachers to catalyse students' thinking to reflect on their own ethical behaviour, values, and actions. Metaphorically, stories and the process of storytelling enable them to understand themselves through mirrors and others through windows. The pedagogical model explains how wisdom is obtained to influence students' behaviour as opposed to only developing students' understanding.

This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them. Our paper describes how the project was implemented by means of close collaboration between the QUT teacher educators, curators at the State Library of Queensland (SLQ), and student groups working on visually translating their understandings of global educational issues into a public exhibition. We discuss what was learned by our students and ourselves, as teacher educators, by engaging in this public pedagogy.

Education in the 21st century demands a model for understanding a new culture of learning in the face of rapid change, open access data and geographical diversity. Teachers no longer need to provide the latest information because students themselves are taking an active role in peer collectives to help create it. This paper examines, through an Australian case study entitled "Design Minds," the development of an online design education platform as a key initiative to enact a government priority for statewide cultural change through design-based curriculum. Utilising digital technology to create a supportive community, "Design Minds" recognises that interdisciplinary learning fostered through engagement will empower future citizens to think, innovate, and discover. This paper details the participatory design process undertaken with multiple stakeholders to create the platform. It also outlines a proposed research agenda for future measurement of its value in creating a new learning culture, supporting regional and remote communities, and revitalising frontline services. It is anticipated this research will inform ongoing development of the online platform, and future design education and research programs in K-12 schools in Australia.

This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in effective student learning. Using an interpretative approach, this paper captures voices from teacher educators and pre-service teachers through in-depth interviews to supplement curriculum document reviews. The results identify curriculum differences in educational aims and objectives, learning content, methods of delivery and assessment. The study suggests aspects of curriculum which must be negotiated, in moving towards the internationalisation of the curriculum, to facilitate the mobility and adaptation required in overseas teaching contexts. The study ends with a discussion for urgent development of an internationalised curriculum of Chinese language teacher education and situated teacher education programs. (Contains 1 figure and 2 tables.)

This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the 'imposed' changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.

The level and rate of learning the mother tongue of individuals whose mother tongue is different from the language of the society they live is not the same compared to people who learn their mother tongue in their homeland. Turkish people who live in abroad, have to study more in order to learn Turkish compared to people in Turkey. The language students learn who live in abroad and the language they use in their homes may negatively affect either their success in their lessons or the relationships they have with people who speak the same mother tongue. It is expected from students who live in abroad to be academically successful and build healthy relationships and to learn their mother tongue as well as the language they are educated in order to sustain their culture. Providing opportunity to learn their mother tongue in schools they receive education live positively affects their success. It is extremely important especially in multi-cultured societies. Countries which adopt multi-culturalism also give importance to mother tongue education. Australia, which is a multi-cultured country, provides opportunity for different societies to learn their mother tongue. Certain hours in schools is spared for migrants to learn their mother tongue. Australia prepared and executed Turkish curriculum in 2005. In this paper, Turkish curriculum being applied in the state of Victoria in Australia was evaluated and obtained data were compared in accordance with the purpose, approach and grammar that is applied in Turkey. On the basis of this purpose, the research was conducted with document analysis among qualitative research methods. As a result, it was concluded that Turkish curriculum in Australia is prepared in order to develop metacognitive skills and corresponds to constructivist approach that is being applied in Turkey since 2005.

Research suggests graduates from music courses in Australian tertiary institutions typically undertake portfolio careers that include a combination of performing and teaching. Both of these activities could have ongoing artistic ripple effects on the musical communities the graduates inhabit. This paper reports on a qualitative post-graduate research study using Inductive Thematic Analysis to address the question: How do the pedagogical practices and curriculum content of Contemporary Popular Music (CPM) courses influence their graduates' performance practices and how, in turn, do the graduates influence the local music communities in which they perform and teach? With a specific focus on tertiary CPM guitar programs the study investigated how graduates are being influenced by Australian and non-Australian content, in the form of repertoire for ensembles and recitals, and course design. Also, how they are, in turn, influencing the local music communities through their activities. The sample for this research included current students, alumni and educators of Australian Bachelor level CPM courses. The British Invasion and the influence of the Afro-American Blues have had a lasting impact on Australian popular music. The study was designed to investigate if the pedagogical practices and curriculum content of Australian CPM courses intentionally continue to embrace this historical phenomenon, or if new advances in tertiary music education are creating new waves with further ripple effects.

The "ecologisation" of Australian primary schools brings new opportunities for curriculum expansion and renewal for sustainability education. My contribution to the broader discussion of place, geography, sustainability and literacy stems from an interest in how children are brought into contact with sustainability discourses via sensory and embodied learning in local school ground landscapes. In this paper I am interested in identifying the emergent pedagogies and new literacies that inform and shape the implementation of sustainability curriculum. The paper draws on research that uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. Using research data from two schools, the paper illustrates how school ground settings, curriculum and pedagogy generate spatial, temporal and geographical literacies that support children's meaning making. These multimodal literacies are vital curriculum ingredients that effectively educate for sustainability.

Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools' capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun (2012), four contextual variables (situated contexts, professional cultures, material contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing on interviews with 24 participants across four schools issues of geographic location, use of arts specialists, appropriate learning spaces and the stresses associated with mandated literacy and numeracy testing are reported as contextual pressures by this study. This paper details the disruptive interference of these contextual pressures that we describe as 'noise.' The provision of a better understanding of this contextual landscape brings schools and teachers away from the 'noise' of disruption and closer to curriculum harmony.

This paper presents findings from a qualitative study of ePortfolio experiences among health professions students at a major Australasian research-intensive university. This exploratory study of the scholarship of teaching and learning (SoTL) aims to understand the experiences and perspectives of students introduced to program-level ePortfolios across multiple curricula in the health sciences. Six key themes emerged from the data: benefits of an ePortfolio at the curriculum level, ePortfolios as an enabling technology, the value of reflection, the role of user support, the speed and quality of feedback, and mitigating distance and isolation. These data show that a program-level strategy that embeds ePortfolios across a curriculum, including delivering assessable tasks in the ePortfolio platform, is beneficial to students when a scaffolded, structured approach is taken.

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers' practices and professional development as well as the place of international students in the school community.

The Victorian Institute of Teaching (the Institute) was established 1 January 2003, following the consultation and planning work of the Ministerial Advisory Council for the Victorian Institute of Teaching (MACVIT) in 2001-2002. Across Australia, each State and Territory established similar semi-government authorities invested with teacher registration and other responsibilities. The re-establishment of these groups followed a hiatus of about one decade when teacher registration boards had been previously closed. This paper focuses on the 'permission to teach' (PTT) aspect of the Institute's role, with a specific reference to the impact on instrumental music teachers working in Victorian schools.

Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers' journal, I assert that the affective and sensory dimensions are often used to promote the benefits of fieldwork, but seldom are explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.

The Traffic Light Report (TLR) project is an educational intervention designed for pharmacy undergraduates. This paper reports on analysis of TLR data specifically focusing on its potential as an innovative tool which combines Miller's pyramid, technology and student voice to examine a curriculum for Assurance of Learning (AoL). In 2014, educators mapped each summative assessment to the relevant National Competency Standards Framework for Pharmacists in Australia (NCS) alongside levels of expected performance on Miller's pyramid of clinical competence (Knows, Knows how, Shows how, Does). Simultaneously, students were invited to self-reflect using the same performance levels. The Miller's scale enabled a comparison between students' and their educators' understanding of the performance level demanded by assessments. Analysis highlighted a disconnect between students' and their educators' interpretations of the same assessed curriculum. The TLR facilitates quality enhancement by providing educators and their students with a logical meeting point for discussing foundation, scaffolding and integration of assessment across a course for AoL. This has portability to other professional disciplines.

This article reflects on ongoing research-led teaching in the area of creative industries in higher education. Specifically it reports on key work-integrated learning strategies designed to better prepare graduates for the employment sector. The creative industries sector is complex and competitive, characterized by non-linear career paths driven by the individual. Following contextualization of the key issues, a core creative industries subject and curriculum is described, which requires students to engage directly with industry practitioners via internships or case studies. In order to interrogate the impact of these activities, a sample of final reflections as well as formal student feedback on the subject were analyzed in order to draw out key themes in relation to student learning and understanding. Analysis of these data propose that direct engagement with practitioners assists students in developing new knowledge of the capacities they will require for a sustainable career. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]

Story telling in its most basic form is a means by which a culture passes onto the next generation what they have found to be useful, to be of value, or to be good. Curriculum can be understood as a certain way of telling a story about the world. By contextualising units of work within a narrative, lessons become more meaningful, dynamic and engaging for the learner. This paper will explore the importance of narrative as a delivery system for curriculum and will unpack the Story Form Model through the identification of binary opposites and the organising of content into narrative form.

Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community. The result has been the creation of a long and potentially confusing syllabus document. This paper reports on music teacher experiences with the WACE music course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of "curriculum", is creating a degree of discontent and confusion in the minds of many music teachers. The lessons here are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.

The place of education for and about human rights within the school curriculum remains contested and this paper reports on the first national cross-sectoral investigation of its place in Australian curricula and more specifically in national and state History curriculum documents. Opportunities for the inclusion of human rights based studies were examined across school learning stages, taking into account explicit and implicit, compulsory or elective, as well as curricular and extra-curricular dimensions. Given the continued importance of History as a learning area there is a need to strengthen the available explicit and mandatory opportunities for students to learn about human rights issues, working closely with key teacher associations, non-government organisations and supportive networks, drawing on available educational resources and technologies.

Unparalleled amounts of energy derived from fossil fuels now drive societies and shape people's worldviews. Geography's unique perspectives have significant potential to expand understandings of the effects of production and consumption of energy by drawing on the concept of sustainability using an integrated systems approach. As citizens' energy choices are central to sustainability, the recent introduction of a national geography curriculum in Australia offers potential for developing energy literate young people by providing opportunities to address energy literacy concepts and issues. The focus of this paper is to examine the extent to which energy literacy concepts are present in the current Australian curriculum for Geography. Using document analysis within a grounded theory approach, this article analyses the Australian Curriculum: Geography, Levels 7, 8, 9 and 10 to assess the extent to which energy literacy concepts and issues could potentially be addressed. Data were open coded allowing categories to emerge, and relationships between categories were identified. The three major domain categories that arose are Energy and Society, Growth and Sustainability, and Energy and Environmental Change. Each takes related concepts that together enable richer means of analysis and understanding. This study found that though Australia's new geography curriculum has potential for developing energy literate young people, energy literacy is not explicitly articulated or mandated. Hence, the degree to which energy literacy is addressed in the post-primary classroom depends significantly on the teacher's own level of energy literacy and their inclination and capability to teach energy concepts and issues.

Background: Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data., Methods: This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described., Results: Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills)., Conclusions: Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators., (© 2024. The Author(s).)

Indigenous community-controlled health care organizations provide timely, sustained, and culturally safe care. However, their expertise is often excluded from health professional education. This limits the transfer of knowledges and protocols to future practitioners-those positioned to shape health care systems and practices that could achieve the health rights of Indigenous people and reduce health and social inequities. In Australia, despite national government commitments to transforming curricula, services, and systems related to Indigenous health, health care training organizations such as universities generally have low numbers of Indigenous staff and few strategies to engage Indigenous experts. The authors of this paper are part of the Bunya Project, an Indigenous-led participatory action research effort designed to support non-Indigenous university staff and curriculum development through partnerships with Indigenous community-controlled organizations. We conducted 24 interviews with Indigenous individuals to ascertain recommendations for health care curricula. Three themes emerged: (1) role-modeling and leadership of Indigenous-controlled health organizations; (2) specific learnings for health professionals; and (3) achieving human rights in practice. Interviews also highlighted the need for health professionals' extension beyond clinical caregiving, and staff and students' development of knowledge, skills, and actions regarding client self-determination in order to promote clients' rights across all aspects of their health care. Critical self-reflection by health professionals is a foundational individual-level skill necessary for cultural safety., Competing Interests: Competing interests: None declared., (Copyright © 2024 Manton, Williams, and Hayen.)

The Review of Australian Higher Education (Bradley Review, 2008) and the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (Behrendt Review, 2012) identified the need for tertiary institutions to incorporate Indigenous knowledges into curriculum to improve educational outcomes for Indigenous Australians and to increase the cultural competency of all students. These reviews recommended that higher education providers ensure that the institutional culture, the cultural competence of staff and the nature of the curriculum supports the participation of Indigenous students, and that Indigenous knowledge be embedded into curriculum so that all students have an understanding of Indigenous culture. While cultural competency has been recognised as an essential element of professional practice in health services internationally, and legal practice in the United States, very little work has been done to promote the cultural competency of legal professionals in the Australian context. This paper will discuss a pilot cultural competency professional development program for legal academics at Queensland University of Technology (Brisbane) developed with the assistance of a Faculty of Law Teaching and Learning Grant in 2010-2012, and tell one Murri's journey to foster Indigenous cultural competency in an Australian law school.

There is now widespread recognition of the changing nature of students in higher education: they are demographically diverse, have extensive external time demands, and expect greater flexibility and support during their programs. As a consequence of this and other changes to the higher education sector, many universities worldwide have introduced a range of information and communication technologies to provide students with flexible options for study. Included in these options are web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web. This paper reports on recent Australian research into the impact of WBLT on learning and teaching which indicates that, while many academics recognise the changing nature and needs of their students and have introduced WBLT as a consequence, many have not reconceptualised their curriculum and its delivery to meet these changing circumstances. The central premise in this paper is that the introduction of WBLT has been disruptive in nature and has provided a lens with which to view several emerging issues: the blurring of study patterns between internal and external enrolment modes; the role of lectures in technology rich environments; and the changing nature of teaching when technologies are introduced into the curriculum.

This paper reports on a study of students choosing the International Baccalaureate (IB) Diploma over state-based curricula in Australian schools. The IB Diploma was initially designed as a matriculation certificate to facilitate international mobility. While first envisaged as a lifestyle agenda for cultural elites, such mobility is now widespread with more people living "beyond the nation" through choice or circumstance. Beck and others highlight how the capacity to cross national borders offers a competitive edge with which to strategically pursue economic and cultural capital. Beck's "border artistes" are those who use national borders to their individual advantage through reflexive strategy. The study explored the rationales and strategy behind the choice of the IB Diploma curriculum expressed by students in a focus group interview and an online survey. This paper reports on their imagined transnational routes and mobile orientations, and how a localised curriculum limits their imagined mobile futures. (Contains 2 figures and 3 tables.)

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of "new" thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed. (Contains 2 tables and 1 figure.)

Pre-service teacher education is marked by linear and sequential programming which offers a plethora of strategies and methods (Cochran-Smith & Zeichner, 2005; Darling Hammond & Bransford, 2005; Grant & Zeichner, 1997). This paper emerges from a three year study within a core education subject in pre-service teacher education in Australia. This "practitioner" research (Zeichner, 1999) engaged the problematics of authentic and meaningful learner-centred teaching and learning through an arts-based curriculum. Over the period of the study, two hundred and eighty pre-service teachers participated in a "dialogical performance"(Conquergood, 2003) of pedagogy about curriculum and assessment through the construction of art about curriculum and assessment. The possibilities of an arts-based pedagogy in pre-service education were affirmed by the research. An enacted epistemological move by the teacher-educators led to similar shifts by the students. This opened a space for the reappearance of learner through engagements with identities, positionings and agency. This was an act of "putting theory to work" (Lather, 2006, 2007) and invoked transgressive practices of academic discourses. (Contains 10 images.)

Early infant feeding practices are a critical part of education and care programs within Early Childhood Education and Care (ECEC) settings. With an increasing number of children attending ECEC services from a young age, adherence to best practice infant feeding will improve long-term health outcomes. This paper uses inductive and deductive thematic analysis informed by Social Cognitive Theory and inductive content analysis, to describe Australian infant feeding nutrition ECEC policy environments. Key Australian ECEC policy documents were analysed, revealing the invisibility of infants generally, and infant feeding specifically, in current quality standards. This was followed by analysis of 28 nutrition or infant feeding policies from 19 centre- and home-based ECEC services impacting over 1500 children in Queensland Australia. Five key themes characterising the content of service policies impacting infant feeding emerged: documentation, values, curriculum and pedagogy, supportive environments, and working in partnerships with parents. Service policies are required by legislation and set the foundation for a safe, supportive environment for infant feeding. The lack of infant feeding practice examples and invisibility of infants in legislation increase ambiguity, and health and safety risks. Opportunities exist to adopt separate infant feeding policies which will assist the provision of quality practice for the short-term and long-term optimal health of infants in ECEC settings.

Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled "Language and Communication in Physiotherapy" in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students' needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having "gaps" in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students' learning, but also in advancing the cultural competence of teachers involved in the course.

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. [ABSTRACT FROM AUTHOR]

The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and understanding about, implementing compulsory physical activity policy by generalist primary teachers. More generally, this study also aimed to explore generalist primary teachers' attitudes towards daily compulsory physical activity policy within the context of Smart Moves. Such a research undertaking was positioned within the interpretivist paradigm and a basic interpretive study methodology was employed. The research project involved semi-structured interviews with six generalist teachers from six Gold Coast State primary schools. Results of this study identify a cross section of both major thematic institutional and teacher-related barriers and enablers affecting the implementation of the Smart Moves policy. The subthemes being: (1) crowded curriculum, (2) lack of priority, (3) ensured that children are physically active, (4) the importance of teacher confidence and (5) inadequate access to facilities and equipment. These factors are clearly affecting the implementation of Smart Moves sessions and need to be addressed to ensure teacher compliance for the benefit of students. This paper concludes by offering potential recommendations for the future adoption and implementation of compulsory physical activity programmes within a primary school setting.

Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization's (2010) vision of interprofessional education across the education spectrum--to ensure the future and current health workforce have the competencies for interprofessional collaboration--have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries. [ABSTRACT FROM AUTHOR]