The science curriculum's potential for developing students' scientific literacy offers the ideal opportunity for addressing global concerns such as the 'post-truth' epidemic. In this article, we review the Year 10 "Australian Curriculum: Science" for its capacity to help students become producers and consumers of knowledge. We adopt a theoretical framework of epistemic cognition to analyse the curricular intentions evident in content descriptions and elaborations. A deductive content analysis based on our epistemic cognition framework reveals limited opportunities for students to formulate active perspectives towards the production and evaluation of science knowledge. Implications for national and state curriculum developers, science teacher educators, and science teachers are offered for positioning students to better prepare for a post-truth world.