The Australian Curriculum and the various state-based curricula do not clearly mandate the teaching of efficient keyboarding. Neither did the preexisting state based curricula that predated the current curricula. Typically the related outcomes and content descriptors describe keyboarding in generalities and not measurable dynamics. Consequentially most Australian teachers have not, to date prioritised this vital skill and Australian children generally have poor keyboarding capacity and a resulting lack of productivity and efficiency.
It is interesting to contrast this approach with the situation in the USA where by the 6th Grade, students are effectively required to type at approximately 45 words per minute.