The term scientific literacy is increasingly used by governments and teaching bodies, stemming from a growing international concern by scientists and government, who recognize the economic significance of developing scientific skills (McGregor & Kearton, 2010). However, in a society that requires students to be scientifically literate, students need to be better prepared to face situations that necessitate making a multitude of decisions regarding environmental, personal and social issues. Whilst Australia has scored significantly higher than the OECD average in the PISA 2012 and 2015 scientific literacy assessment (Thomson, De Bortoli & Underwood, 2017), there are immediate concerns and challenges in the future (Office of the Chief Scientist, 2012). With a gradual and persistent decline in student enrolment in senior science subjects (Office of the Chief Scientist), there is a need to develop a national STEM school education strategy. In 2015, the National STEM school education strategy was endorsed. Such a strategy acknowledges the importance of increasing students engagement in STEM education and developing STEM programs within schools, as a means of improving literacy (Education Council, 2015).