ABSTRACT
This chapter explores the ideas, influences and purposes of curriculum, highlighting its multiple, complex and contested place within society. It emphasizes the importance of understanding curriculum policy and the teacher's integral role as a curriculum developer to provide meaningful experiences for their students (the experienced (realised) curriculum). The chapter uses curriculum in a number of ways, including dividing the school curriculum into the intended, implemented and experienced (realised) aspects of curriculum. It focuses on the Australian Curriculum, since this is the main curriculum taught in Australia. As such, the Australian curriculum recognises that context matters, including the role of the teacher in creating a science curriculum to suit their students at their school. The structure of the Australian Curriculum: Science includes eight learning areas, seven general capabilities and three cross-curriculum priorities spanning primary and secondary schools. The chapter uses the Australian Curriculum: Science as an example of intended curriculum to discuss curriculum development, implementation and experience.
