Abstract
In addressing the decline in student engagement and differences in student achievement, especially for students from Indigenous, minority and lower socio-economic groups, school science needs to be better connected with students’ lives out of school. This suggests that instruction should emerge out of everyday experiences. At a time when classrooms are characterised by diversity, this raises questions about the ways in which primary school teachers can ensure that all students develop the science knowledge and skills they need to be active participants in society. This chapter will uncover strategies and approaches for engaging students who have a variety of cultural backgrounds, learning styles, needs and interests in learning science.