In 2011 the national Australian Curriculum was launched. This included a complete reformation of the entire set of curriculum documents and processes from Foundation (Kindergarten) to Year (Grade) 10. This study investigated school and teacher responses to the implementation of the new Science Curriculum and subsequently, influences on teachers’ classroom planning and practice. Teachers from three primary schools participated in the study, one State (government) School, one Independent School, and one Catholic School. The male and female participants had a range of teaching experience, from one year to 36 years. Teachers’ Science backgrounds varied from no previous coursework, to four university-level courses and a range of previous Science professional development.
Submitted in the fulfilment of the requirements of the degree of Doctor of Philosophy, University of the Sunshine Coast, 2016.