ABSTRACT
The discussion in this chapter contrasts two cases of curriculum policy and practice and the potential factors of consequence for the quality of education and for children’s school literacy and numeracy experiences. The cases describe aspects of the implementation of different policies, one the delegation of central curriculum authority to school principals and the other the delegation of state responsibility for curriculum management and testing to a centralised national authority. The agreement to implement a national curriculum and tests has raised questions about the potential impact of national testing and curriculum on children’s literacy and numeracy achievements. The publication of national and international testing scores suggests that Australian children’s literacy and numeracy achievements have declined at least since the introduction of a national school curriculum and testing. The perspective of contrasting policies provides a basis for educators to consider the potential impact of policy on curriculum practices and on the decline in literacy and numeracy standards in Australian schools.
