The transition from primary to secondary school marks a critical stage in shaping students’ STEM engagement (McMaster et al., 2023; Wan et al., 2023). International research identifies Years 7 and 8 as key points of attrition, particularly for students from underrepresented backgrounds including girls, those from low socio-economic areas, and regional communities. This study examines how STEM education is positioned in Year 7 and 8 programs across Queensland’s government, Catholic, and independent schools with a focus on the alignment between curriculum policy and school-level implementation.
A document analysis of school handbooks and subject selection information revealed a disconnect between the Australian Curriculum’s intent and how Technologies education is enacted in schools. Although the curriculum mandates core study of Digital Technologies and Design and Technologies (ACARA, 2025) through to the end of Year 8, many schools reframe these subjects as electives from Year 7. This practice places early responsibility on students, often with limited exposure or understanding, to make decisions that can preclude future STEM opportunities requiring foundational skills in design, systems thinking, and digital technologies.
The premature narrowing of access to the areas of Technology and Engineering in junior secondary school limits students’ opportunities to build the foundational knowledge and skills needed for future STEM study. This misalignment between curriculum intent and school practice could contribute to declining interest in STEM pathways and careers post-secondary schooling.
A coordinated policy response is needed to embed both Digital Technologies and Design and Technologies as curriculum in junior secondary. The policy response must be supported by clear curriculum mandates, school accountability for implementation, and targeted investment in teacher capacity-building. Strengthening school practices, enhancing parental awareness, and ensuring curriculum coherence in the delivery of the areas of Technology and Engineering are critical steps to sustain diverse and inclusive STEM pathways from early secondary through to senior schooling.
References
Australian Curriculum Assessment and Reporting Authority. (2025). Understand this learning area – Technologies. Retrieved from https://v9.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/technologies
McMaster, N., Carey, M., Martin, D., & Martin, J. (2023). Raising Primary School Boys’ and Girls’ Awareness and Interest in STEM-Related Activities, Subjects, and Careers: An Exploratory Case Study. Journal of New Approaches in Educational Research, 12(1), 1-18. https://doi.org/10.7821/naer.2023.1.1135
Wan, Z.H., So, W.M.W. & Zhan, Y. (2023). Investigating the Effects of Design-Based STEM Learning on Primary Students’ STEM Creativity and Epistemic Beliefs. International Journal of Science and Mathematics Education 21 (Suppl 1), 87–108. https://doi.org/10.1007/s10763-023-10370-1