The global education policy field, characterised by neoliberalism, performativity and accountability, from which many Australian education policies are drawn, includes the adoption of mechanisms such as a high-­‐stakes testing and standardisation of curriculum in an effort to improve student outcomes. There are now competing discourses between mandated standardisation and accountability policies, manifested in polices such as high stakes testing, running parallel to social democratic policies advocating creativity, innovation and equity, resulting in tension between policy and practice, system and stakeholder. At a local level this shapes educational perceptions and in turn corresponds to curriculum choices. This research examines the educational values of teachers, parents and students when systemically these global trends have influenced local education policy. This thesis is an in-­‐depth single case study of one metropolitan primary school community in Queensland, Australia. Using thematic analysis, the thesis examines the influences of global education policy trends on local perception and practice through curriculum theory and cultural capital theory. Through a collection of both quantitative and qualitative data, this research aimed at determining what one school community valued in terms of educational purpose, curriculum, pedagogy and assessment. Attention was given to where arts education is placed in the curriculum hierarchy at a policy and practice level.