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The inclusion of Drama as a subject in the Australian Curriculum is largely a result of the unwavering advocacy of national associations (like Drama Australia) and alliances, in particular the National Advocates for Arts Education (NAAE). This article briefly outlines stages in national curriculum development in Australia and delineates key organisations and individuals who have contributed to the inclusion of drama within Australia’s national curriculum. The paper draws from previously published material, interviews with representatives from each state professional association, and extended interviews with members of the NAAE. The authors propose that the most significant contributing factor to the inclusion of drama in the educational entitlement for all young people in the Australian national curriculum has been collaborative advocacy, carefully managed by a national advocacy collective. [ABSTRACT FROM PUBLISHER]

Curriculum developers, whether at a systemic or classroom-based level, become involved in complex decision-making about what is important and valuable for students to learn; how and when that learning can be enabled; and what evidence will tell us that learning has taken place. This paper identifies a few of the significant influences and constraints on the systemic curriculum development process, and argues that we need to acknowledge the limitations of personal and professional knowledge. [ABSTRACT FROM AUTHOR]