Opportunities in equity and excellence: What we can learn from the Australian science curriculum

As educators of primary science in England, we are continually searching for new ways to bring the science curriculum to life, to meet the age-related expectations (DfE, 2013), fulfil the demands of the Ofsted Inspection Framework (DfE, 2023); all while striving towards more equitable practices (Godec & Archer, 2017). In this article, we draw upon perspectives as a lecturer in pedagogy and curriculum at the University of the Sunshine Coast in Queensland, Australia, to explore what can be learned from the intent and implementation of the Australian national science curriculum (ACARA, 2021). I will conclude with a reflection on the underlying importance of teachers as professionals who have curriculum stewardship, drawing out meaning for their students.