An investigation of teachers' curriculum interpretation and implementation in a Queensland school

This study analysed the process of curriculum interpretation undertaken by five primary school mathematics teachers as they implemented the Australian Curriculum in a Queensland school. It examined the process from intended to planned to enacted curriculum used by the teachers, as well as the influences impacting upon these processes. The teachers in the study employed similar strategies when interpreting the intended and planned curriculum. However, each teacher followed a unique process to enact the curriculum. The study found that while similar factors influenced this process, there were variations in terms of how it impacted on each teacher