The first National Curriculum for Australia has been introduced to address recurring low scores in literacy, maths and science. Recently, Queensland teachers were expected to implement much of the new Australian Curriculum for the first time. While there have been forums and discussion groups providing feedback to the curriculum committees over the past few years, there has been very little time set aside for teachers and schools to develop a solid understanding of the breadth, the scope and the year level details of the new curriculum prior to implementation. This article examines the support, preparation and practices of one primary school teacher to implement the new science curriculum. This teacher is one of several case studies from a larger project. The use of a survey, observations and interviews reveal the practices of a primary teacher who wanted to give the new science curriculum a genuine chance, and the overall context in which she did so.
2013 Australian Teacher Education Association (ATEA) Conference: Knowledge makers and notice takers: teacher education research impacting policy and practice, Brisbane, Australia 30 June - 3 July 2013
Proceedings of the 2013 Australian Teacher Education Association Conference / pp.1-13