Fenwick (2013) * Curriculum policy initiatives across the developed world are characterised by a number of common trends in response to twenty-first-century challenges (Broadhead, 2001; Tan et al., 2007).. The role of schools in developing knowledge and skills for both the workplace and citizenship is highlighted in many modern curricula. One aspect of this has been a shift from traditional subject-based curricula, with an emphasis on foundational knowledge, examinations and didactic teaching, towards a more technical–instrumentalist approach, with an emphasis on skills and application of knowledge (Young & Muller, 2010)