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The federal Government’s ‘Education Revolution’ has been met with great debate, as have calls for greater national consistency in school curriculum. Promoted as a ‘key platform for productivity growth, this education revolution seeks to improve the qualitative and quantitative investment in the skills of the workforce – driven in part by [a] $11 billion Education Investment Fund’ (Rudd, 2008). Additionally, the National Curriculum Board’s consultative process is underway building Australia’s future curriculum; a major undertaking that requires a strong research and conceptual base to ensure it is authentically beneficial to the Australian education system.