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Curriculum Promises, Classroom Realities: Unpacking Junior Secondary STEM Subjects and Pathways
Journal article   Peer reviewed

Curriculum Promises, Classroom Realities: Unpacking Junior Secondary STEM Subjects and Pathways

Natalie McMaster, Emma-Lee Steindl, Margaret Marshman, Erin Siostrom, Joseph J. Scott and Isaac Sonful Coffie
Research in Integrated STEM Education, Vol.Advanced access
18-May-2026
DOI: https://doi.org/10.1163/27726673-bja00040

Expert Quote   16-Jul-2026–16-Jul-2026

UniSC News (Julie Schomberg)

Abstract

STEM pathways design technology curriculum design secondary schooling
The transition from primary to secondary school is a critical stage for shaping students’ engagement with STEM learning. Years 7 and 8 are key points of attrition, particularly for underrepresented groups including girls, students from low socio-economic backgrounds, and regional communities. This study investigates how STEM education is positioned in Years 7 and 8 across Queensland schools, focusing on alignment between curriculum policy and school practice. Analysis of school handbooks revealed a disconnect between the Australian Curriculum requirement for compulsory learning in Technologies subjects through to Year 8 and the practice of offering these subjects as electives from Year 7. Findings also identified variation in compulsory provision across school sectors and geographic contexts. These patterns shift decisions to students with limited prior exposure, restricting access to STEM learning pathways. A coordinated policy response is needed to retain these subjects as compulsory, supported by curriculum mandates, school accountability, and teacher capacity.

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