Halsey, Drummond, & van Breda 2010, p. 2). Rural leaders need more information about the Australian Curriculum, and there should be an increase in consultation about it (Halsey, Drummond, & van Breda 2010, p. 2). Moreover, rural leaders need the resources required to successfully introduce the Australian Curriculum, as well as implementation support for doing so (Halsey, Drummond, & van Breda 2010, p. 2). Finally, rural leaders need adequate time factored into the implementation schedule to allow them to ensure that all of these needs are met (Halsey, Drummond, & van Breda 2010, p. 2).
The difficulty of integrating a curriculum is a complex process that is complicated even further by the fact that students and faculty understand and experience it differently (Muller, Jain, Loeser, & Irby 2008, p. 778). The factors of instructional method and content, as well as the way the information is synthesized in the minds of learners can all impact the way a curriculum is integrated, and if it is not integrated successfully, both the schools and the students are at a disadvantage. Any curriculum implemented across diverse environments is likely to be integrated at different rates in different areas, with certain subjects integrating more easily than others (Muller, Jain, Loeser, & Irby 2008, p. 778). The concept of a national curriculum seems simple on its surface, but at the level of real leaders and students, implementing such a curriculum is like attempting to put identical coats on a nation full of students; the coats will fit some students well right out of the box, but others will have to grow into them, and still others will already have long grown out of them. Students in some regions will adopt the curriculum and mo
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