In early 2009, the design of the Australian National Curriculum was initiated under the direction of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008). The introduction of the National Curriculum has enhanced the focus on learning for the 21st century student across the curriculum. Cross-curriculum Priorities (CCP) and General Capabilities (GC) are the focal points for the implementation of the curriculum across all key-learning areas (KLA). The support required for 21st century teacher and learner is highlighted in the National Curriculum through the emphasis of knowledge integration, to unify standards across Australia, and eventually, improve in the worldwide rankings to compete on a worldwide stage (ACARA, 2012). This essay will evaluate how the CCP theme of sustainability is relevant to Health and Physical Education (HPE). Whilst the National Curriculum Frameworks encompass seven GC, this essay will explicitly evaluate literacy and numeracy in the context of HPE.
Curriculum, while being a broad concept, can be simplified into an understanding that it is the course of content that is being taught in schools; with the inclusion of pedagogical tools, knowledge, and skills involved for achievement at critical points of a students schooling career (Marsh, 2010). The Melbourne Declaration was a starting point for the design of the National Curriculum Frameworks. The curriculum was designed with the intention of further advancement so that the needs of the 21st century learner can be met. These needs will be met through the delivery of an engaging, significant and modern curriculum (ACARA, 2012). The Melbourne Declaration identified three priority areas that need to be a focal point for individuals and Australia as a nation: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia or Sustainability (MCEETYA, 2008). Understanding of these themes will allow students to possess the...