Dear Reader,
Federal and state education ministers have mandated a major review of Australia’s National Curriculum, to ensure school students are explicitly taught traditional Australian values of democracy, the rule of law, freedom, fairness and a ‘fair go’. The move has drawn support from the opposition and from organisations long critical of the curriculum’s focus on social division.
Education Minister Jason Clare spoke of the need to “strengthen education on antisemitism and the history and contributions of Jewish Australians” with the stated aim of fostering national unity and explaining why Australia is “the best country in the world”.
Addressing the rise of antisemitism is of course important, however explicit and singular emphasis on one cohort of the community reinforces the very fragmentation the review claims to address.
If past ministers had heeded the IPA’s long-standing concerns about the National Curriculum, Australia may not be grappling with these challenges today. The central problem in our classrooms is not the absence of identity acknowledgement, but their saturation in identity politics and the aggrieved rejection of civic foundations.
We have seen the Australian Education Union campaign for the Voice referendum in classrooms, state-based treaty activism, Teachers for Palestine providing material on “How to teach Palestine”, and a range of activist resource providers promoting political positions under the guise of curriculum support. These are not isolated incidents; they reflect systemic political advocacy in schools.
Australia does not need more compartmentalisation of its citizens into competing identity groups. We need to teach that we are one nation, shaped by migration, bound by founding civic institutions, and united under one law. Ours is an imperfect but extraordinary history of achievement that has produced one of the most successful multi-ethnic societies in the world.
The National Curriculum does need an overhaul. Activist organisations providing classroom materials that undermine national unity including resources suggesting students sit during the National Anthem and share their protest on social media, (cool.org) have no place in Australian schools.
The IPA Schools Program continues to build a growing body of rigorous, classroom-ready teacher resources grounded in evidence, civics, history and shared national values. Our work promotes unity, pride and gratitude – not grievance – equipping young Australians with the knowledge needed for a confident and flourishing future.
We are grateful for the support of our donors that enables us to provide this quality material.
Our 10th Great Pioneer of Australia – John Flynn
This month we are proud to release the tenth resource in our series Investigating Pioneers Who Made Australia, on John Flynn, the founder of what became the Royal Flying Doctor Service.
At a time when ministers are calling for a renewed emphasis on Australian values, Flynn’s story reminds us of what those values look like in practice. He confronted the “tyranny of distance” not with grievance or division, but with ingenuity, service and a determination to ensure that Australians in the most remote regions shared in the protections and opportunities of our national institutions. This evidence-based classroom investigation develops historical inquiry and civics skills while asking students to weigh significance, character and contribution.
Flynn’s achievement, grounded in initiative and service to others, is precisely the kind of shared national story that builds unity.
Free to download here:
Schools COMPETITION – Pioneers Who Made Australia
With the release of our tenth pioneer unit, we are excited to announce our ‘Pioneers Who Made Australia Schools Competition’.
Schools are invited to submit a presentation in any format, on any Pioneer they have studied from our series.
Presentations should reference:
- the Pioneer’s contribution to the development of Australia at the time.
- the Pioneer’s contribution to the development of Australian culture and values.
- the significance of the Pioneer’s contribution and whether and how their contribution continues to have meaning or influence today.
Presentations must engage directly with the theme of Pioneers and demonstrate clear advocacy for the chosen pioneer, explaining why this figure is significant and why others should learn about them.
There are multiple prizes available.
Go to Schools Program – Pioneers of Australia Competition page for more details.
Out and About:
You cannot fix education without first fixing the culture – Read here >
Why every child should stand and sing the national anthem – weekly – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 19 January 2026 – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 26 January 2026 – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 2 February 2026 – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 9 February 2026 – Read here >
Colleen Harkin on The Weekly Wrap Mornings ABC Radio Melbourne – 13 February 2026 – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 17 February 2026 – Read here >
Colleen Harkin on Mornings with Chris Smith 2SM – 23 January 2026 – Read here >
Colleen Harkin on The Rita Panahi Show Sky News Australia – 23 February 2026 – Read here >
Colleen Harkin on Drive ABC Radio Melbourne – 24 February 2026 – Read here >
Colleen Harkin on The Weekly Wrap Mornings ABC Radio Melbourne – 27 February 2026 – Read here >
Colleen Harkin on The Bond Report Sky News Australia – 28 February 2026 – Read here >
Colleen Harkin on The Weekly Wrap Mornings ABC Radio Melbourne – 30 January 2026 – Read here >
Quote of the Month:
People have come here from every corner of the world, bringing their traditions and stories, but what has allowed Australia to succeed is our culture grounded in freedom, democracy, the rule of law, and the enduring promise of a fair go. This country was not built by grievance or division, but through grit, and the achievements of generations determined to build a better life in this great southern land.
Two historic comments capture this truth.
First, the welcoming sentiment of Sir Henry Parkes in his Tenterfield Oration of 1889:
“The crimson thread of kinship runs through us all.”
And second, the clear and enduring statement of former Prime Minister John Howard in 2006:
“We have room for people of all backgrounds, but we do not have room for different allegiances.”
Our students must learn Australia is many backgrounds, but one nation, one civic culture, and one shared allegiance to Australia.
Related Posts
Colleen Harkin on The Bond Report News24 – 31 July 2026
“Yeah. Well, that’s right. I mean, the taxpayer funds it. The academics are the people who actually choose the topics that are actually investigated. And unfortunately, there has become this protocol of the amount of papers as opposed to the purposefulness of them. There seems to be this narrative that says, so long as you keep putting papers out, that that’s a good thing.”
Colleen Harkin on The Weekly Wrap Mornings ABC Radio Melbourne – 31 July 2026
“He already has at least made the words that he’ll call the royal commission. That’s been a thorn in their side for a long time because Jacinta Allan was refusing to do it. And I think the average punter will listen to those words and go tick.”
Colleen Harkin on The Rita Panahi News 24 – 28 July 2026
“71%. The only person ever to have a higher disapproval rating was Keating at 75. So when you’ve got that level of dissatisfaction, you can’t turn around and say, “I’ve done a great job.” It’s just an outrageous thing to stand there and claim.”
Teachers, not technicians
Teachers are among society’s most important professionals. They exercise judgement every day – deciding how best to explain complex ideas, respond to individual students and manage the unique dynamics of a classroom. But according to Professor Emeritus Terry Lovat, that professional expertise is increasingly being replaced by centralised mandates and compliance.
