Science and Technology
K–6
Draft Syllabus for Consultation
6 March – 5 May 2017
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Contents
NESA K–10 Syllabus Development Process .......................................................................................... 1
Introduction.............................................................................................................................................. 2
Science and Technology Key.................................................................................................................. 5
Rationale ................................................................................................................................................. 9
The Place of the Science and Technology K–6 Syllabus in the K–12 Curriculum ............................... 10
Aim ........................................................................................................................................................ 11
Objectives.............................................................................................................................................. 12
Outcomes .............................................................................................................................................. 13
Stage Statements .................................................................................................................................. 16
Content .................................................................................................................................................. 19
Content for Early Stage 1 ...................................................................................................................... 29
Content for Stage 1 ............................................................................................................................... 39
Content for Stage 2 ............................................................................................................................... 49
Content for Stage 3 ............................................................................................................................... 60
Assessment ........................................................................................................................................... 70
Glossary ................................................................................................................................................ 73
NESA K–10 Syllabus Development Process
The NESA process for the development of K–10 syllabuses to include Australian curriculum content
involves expert writers and opportunities for broad consultation with teachers and other stakeholder
groups in order to receive the highest quality advice from across the education community.
This project will follow the NESA syllabus development process, recognising the substantial review
and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA),
together with all states and territories has undertaken.
Each subsection of the Science and Technology K–6 Draft Syllabus addresses a syllabus component
and includes an explanation of the component’s purpose.
Assisting Respondents
The following icons are used throughout this document to assist respondents:
Icon and label
Description
for your information
This icon indicates general information that assists in reading or
understanding the information contained in the document. Text
introduced by this icon will not appear in the final syllabus.
consult
This icon indicates material on which responses and views are
sought through consultation.
Science and Technology K–6 Draft Syllabus for consultation
1
Introduction
K–10 Curriculum
The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some
overarching views about education. These include the NESA K–10 Curriculum Framework and
Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young
Australians (December 2008).
NESA syllabuses include agreed Australian curriculum content and content that clarifies the scope,
breadth and depth of learning. The Australian curriculum achievement standards underpin the
syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.
In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the
syllabus takes into account the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It outlines clear standards of what students are expected
to know and be able to do in K–10. It provides structures and processes by which teachers can
provide continuity of study for all students.
The framework also provides a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes essential for all students in all learning areas to succeed in
and beyond their schooling.
The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the
Melbourne Declaration on the Educational Goals for Young Australians (December 2008), which sets
the direction for Australian schooling for the next ten years. There are two broad goals:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become successful learners, confident and creative individuals,
and active and informed citizens.
The way in which learning in the Science and Technology K–6 Draft Syllabus will contribute to the
curriculum, and to students’ achievement of the broad learning outcomes, will be outlined in the
syllabus rationale.
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Diversity of Learners
NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate
teaching approaches that support student diversity including students with special education needs,
gifted and talented students and students learning English as an additional language or dialect
(EAL/D). Students may have more than one learning need.
Students with Special Education Needs
All students are entitled to participate in and progress through the curriculum. Schools are required to
provide additional support or adjustments to teaching, learning and assessment activities for some
students with special education needs. Adjustments are measures or actions taken in relation to
teaching, learning and assessment that enable a student with a disability to access syllabus outcomes
and content and demonstrate achievement of outcomes.
Students with special education needs can access the outcomes and content from K–10 syllabuses in
a range of ways. Students may engage with:
● syllabus outcomes and content with adjustments to teaching, learning and/or assessment
activities; or
● selected K–10 syllabus outcomes and content appropriate to their learning needs; or
● syllabus outcomes from an earlier Stage, using age-appropriate content.
Decisions regarding curriculum options, including adjustments, should be made in the context of
collaborative curriculum planning with the student, parent/carer and other significant individuals to
ensure that syllabus outcomes and content reflect the learning needs and priorities of individual
students.
Further information can be found in support materials for:
● Science and Technology K-6
● Special education needs.
Gifted and Talented Students
Gifted students have specific learning needs that may require adjustments to the pace, level and
content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted
students.
Generally, gifted students demonstrate the following characteristics:
● the capacity to learn at faster rates
● the capacity to find and solve problems
● the capacity to make connections and manipulate abstract ideas.
There are different kinds and levels of giftedness. Gifted and talented students may also possess
learning difficulties and/or disabilities that should be addressed when planning appropriate teaching,
learning and assessment activities.
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Curriculum strategies for gifted and talented students may include:
● differentiation: modifying the pace, level and content of teaching, learning and assessment
activities
● acceleration: promoting a student to a level of study beyond their age group
● curriculum compacting: assessing a student’s current level of learning and addressing aspects of
the curriculum that have not yet been mastered.
School decisions about appropriate strategies are generally collaborative and involve teachers,
parents and students with reference to documents and advice available from NESA and the education
sectors.
Gifted and talented students may also benefit from individual planning to determine the curriculum
options, as well as teaching, learning and assessment strategies, most suited to their needs and
abilities.
Students Learning English as an Additional Language or Dialect
(EAL/D)
Many students in Australian schools are learning English as an additional language or dialect
(EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard
Australian English and who require additional support to assist them to develop English language
proficiency.
EAL/D students come from diverse backgrounds and may include:
● overseas and Australian-born students whose first language is a language other than English,
including creoles and related varieties
● Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including
Kriol and related varieties.
EAL/D students enter Australian schools at different ages and stages of schooling and at different
stages of Standard Australian English language learning. They have diverse talents and capabilities
and a range of prior learning experiences and levels of literacy in their first language and in English.
EAL/D students represent a significant and growing percentage of learners in NSW schools. For
some, school is the only place they use Standard Australian English.
EAL/D students are simultaneously learning a new language and the knowledge, understanding and
skills of the Science and Technology K–6 Draft Syllabus through that new language. They require
additional time and support, along with informed teaching that explicitly addresses their language
needs, and assessments that take into account their developing language proficiency.
The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide
information about the English language development phases of EAL/D students. These materials and
other resources can be used to support the specific needs of English language learners and to assist
students to access syllabus outcomes and content.
Science and Technology K–6 Draft Syllabus for consultation
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Science and Technology Key
The following codes and icons are used in the Science and Technology K–6 Draft Syllabus.
Outcome Coding
Syllabus outcomes will be coded in a consistent way. The code identifies the subject, Stage, outcome
number and the way content is organised.
Early Stage 1 to Stage 5 and Life Skills are represented by the following codes:
Stage
Code
Early Stage 1
e
Stage 1
1
Stage 2
2
Stage 3
3
In the Science and Technology K–10 draft syllabus, outcome codes indicate subject, Stage and
outcome number. For example:
Outcome code
Interpretation
STe-1
Science and Technology, Early Stage 1 - Outcome number 1
ST3-2
Science and Technology, Stage 3 - Outcome number 2
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Coding of Australian Curriculum Content
The syllabus will contain Australian curriculum content for Science and Technologies, with Australian
curriculum codes in brackets at the end of each content description, for example:
●
identify how people design and produce familiar products, services and environments and
consider sustainability to meet personal and local community needs (ACTDEK001)
Where a number of content descriptions are jointly represented, all description codes are included, eg
(ACTDEK001, ACTDEP005).
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Coding of Thinking Skills
The syllabus provides opportunities for types of thinking to be incorporated into the knowledge,
understanding and skills of the syllabus. These opportunities are identified by codes at the end of the
relevant content descriptions.
Course tools
Code
Computational thinking
CT
Design thinking
DT
Systems thinking
ST
For example:
●
identify and describe how the properties of different materials suit their design purpose
(ACTDEK004) DT
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Learning Across the Curriculum Icons
Learning across the curriculum content, including the cross-curriculum priorities, general capabilities
and other areas identified as important learning for all students, is incorporated and identified by icons
in the draft syllabus.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity
Work and enterprise
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Rationale
for your information
The rationale describes the distinctive nature of the subject and outlines its relationship to the
contemporary world and current practice. It explains the place and purpose of the subject in the
curriculum, including:
● why the subject exists
● the theoretical underpinnings
● what makes the subject distinctive
● why students study the subject
● how it contributes to the purpose of the K–10 Curriculum Framework
● how it prepares students for further schooling.
consult
Science and Technology K–6 is an integrated discipline in which students learn about the world
around them and how it works. Science and Technology encourages students to embrace new ideas,
the unexpected, value risk taking, and learning through trial and error. The syllabus provides students
with the opportunity to develop skills to investigate and produce informed solutions suitable for a
changing world.
The study of science and technology develops the building blocks of inquiry and the ability to solve
problems. Students are provided with the opportunity to develop informed understanding based on
evidence and reason. These skills enable students to participate responsibly in developing innovative
ideas and solutions in response to opportunities and questions relevant to personal, social and
environmental issues. These learning experiences prepare students to contribute to the world as
active global citizens both now and in the future.
Science and technology are pedagogically linked and use practical application to promote genuine
learning opportunities for students. Through the application of Working Scientifically and Design and
Production, students develop a sense of accomplishment and enhance their skills in inquiry and
manipulating tools and materials to produce solutions. These skills play an important part in preparing
students to succeed in a rapidly developing technological world.
By studying science and technology, students learn to question and seek solutions to problems
through collaboration, investigation, critical thinking and creative problem solving. These attributes are
fundamental to the development of students who are evidence based decision makers and problem
solvers.
Science and Technology provides students with the opportunity make connections with the broader
learning outcomes of the K–6 curriculum in English, Mathematics, History, Geography, Creative Arts
and PDHPE.
Science and Technology K–6 develops curiosity about natural phenomena and the built environment.
It provides students with the opportunity to develop a sense of achievement by using the practical
application of knowledge in the development of solutions. The skills and capabilities developed
through the study of Science and Technology prepares students for further learning across the K–10
curriculum.
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The Place of the Science and Technology K–6
Syllabus in the K–12 Curriculum
for your information
NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways
K–12. This section places the Science and Technology K–6 syllabus in the K–12 curriculum as a
whole.
consult
Science and Technology K–6 Draft Syllabus for consultation
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Aim
for your information
In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It
indicates the general educational benefits for students from programs based on the syllabus.
The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify
details of the intention of the syllabus.
consult
The study of Science and Technology K–6 aims to enable students to explore concepts and gain
knowledge and understanding of the world; enabling them to inquire, plan, investigate and develop
solutions to problems. Through the application of Working Scientifically, and Design and Production,
students develop an interest in and an enthusiasm for understanding nature, phenomena and the built
environment.
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Objectives
for your information
In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify
the aim and provide direction to teachers on the teaching and learning process emerging from the
syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be
developed through study in the subject. They act as organisers for the intended outcomes.
consult
Skills
Students:
● develop and apply skills in Working Scientifically and Design and Production processes for inquiry
and the development of solutions
● develop and apply skills in designing digital solutions.
Knowledge and Understanding
Students:
● develop knowledge and understanding of the needs of living things and their interactions with the
Earth and space
● develop knowledge and understanding of how materials, forces and energy interact and are used
by people for a purpose
● develop knowledge and understanding of digital systems and their applications.
Values and Attitudes
Students:
● value the importance and contribution of science and technology in developing solutions for
current and future personal, social and global issues
● appreciate the importance of using evidence and reason to engage with and respond to scientific
and technological ideas as informed, reflective citizens
● value developing solutions to problems and meeting challenges through the application of
Working Scientifically and Design and Production.
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Outcomes
for your information
In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end
of each stage in relation to the objectives. They indicate the knowledge, understanding and skills
expected to be gained by most students as a result of effective teaching and learning. They are
derived from the objectives of the syllabus.
consult
Table of Objectives and Outcomes – Continuum of
Learning
Skills
Objectives
Students:
● develop and apply skills in Working Scientifically and Design and Production processes for
inquiry and the development of solutions
● develop and apply skills in designing digital solutions
Early Stage 1
outcomes
Stage 1 outcomes
Stage 2 outcomes
Stage 3 outcomes
A student:
A student:
A student:
STe-1
observes, questions
and collects data to
communicate ideas
ST1-1
observes, questions
and collects data to
communicate and
compare ideas
ST2-1
conducts
investigations, and
collects and represents
data to communicate
and compare ideas
ST3-1
conducts
investigations, and
collects, represents
and summarises data
to communicate
conclusions
STe-2
develops
solutions to an
identified need
ST1-2
describes, follows and
represents algorithms
to solve problems
ST2-2
defines problems,
describes and follows
algorithms to develop
solutions
ST3-2
defines problems, and
designs, modifies and
follows algorithms to
develop solutions
ST1-3
uses materials, tools
and equipment to
develop solutions for a
need or opportunity
ST2-3
selects and uses
materials, tools and
equipment to develop
solutions for a need or
opportunity
ST3-3
plans and uses
materials, tools and
equipment to develop
solutions for a need or
opportunity
A student:
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Knowledge and Understanding
Objectives
Students:
● develop knowledge and understanding of the needs of living things and their interactions with
the Earth and space
● develop knowledge and understanding of how materials, forces and energy interact and are
used by people for a purpose
● develop knowledge and understanding of digital systems and their applications
Early Stage 1
outcomes
Stage 1 outcomes
Stage 2 outcomes
Stage 3 outcomes
A student:
A student:
A student:
ST1-4LW
describes features of
living things and their
environments
ST2-4LW
compares features and
characteristics of living
and non-living things
ST3-4LW
examines how the
environment affects the
growth, survival and
adaptation of living
things
ST1-5LW
identifies how plants
and animals are grown
for food, clothing and
shelter
ST2-5LW
describes how food
and fibre are sourced
and produced to meet
human needs
ST3-5LW
explains how food and
fibre are produced
sustainably in
managed
environments for
health and nutrition
STe-4MW
identifies that objects
are made of
materials that have
observable
properties
ST1-6MW
identifies that materials
can be changed and
combined
ST2-6MW
describes how adding
or removing heat
causes a change of
state
ST3-6MW
explains the effect of
heat on the properties
and behaviour of
materials
ST1-7MW
describes the
characteristics and
properties of materials
when used for a
purpose
ST2-7MW
investigates the
suitability of natural
and manufactured
materials for a range of
purposes
ST3-7MW
explains how the
properties of materials
determines their use
for a range of purposes
STe-5PW
identifies that the way
objects move
depends on a variety of
factors
ST1-8PW
investigates how push
and pull forces affect
objects
ST2-8PW
describes how contact
forces affect objects
ST3-8PW
explains how contact
and non-contact forces
affect objects
ST1-9PW
describes the sources
and effects of energy
ST2-9PW
describes how energy
is transformed from
one form to another
ST3-9PW
explains how energy is
transferred and used
for a purpose
STe-6ES
identifies how daily and
seasonal changes in
the environment affect
living things
ST1-10ES
identifies observable
changes occurring on
earth and in space
ST2-10ES
describes the regular
changes between the
sun and the earth and
the irregular changes
to the Earth’s surface
ST3-10ES
compares the
regularity of events in
the solar system with
events that cause rapid
changes on the Earth’s
surface
A student:
STe-3LW
identifies the basic
needs of living
things
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STe-7DI
identifies digital
systems and explores
how instructions are
used to control digital
devices
ST1-11DI
identifies the
components of digital
systems and explores
how data is
represented
ST2-11DI
describes how digital
systems transmit data
and how it is
represented
Science and Technology K–6 Draft Syllabus for consultation
ST3-11DI
explains how digital
systems represent
data, connect together
to form networks and
transmit data
15
Stage Statements
for your information
In NSW syllabuses stage statements summarise the knowledge, understanding, skills, values and
attitudes developed by students as a result of achieving the outcomes for each Stage of learning.
Australian curriculum achievement standards underpin the development of the stage statements.
consult
Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that
have been developed by students as a result of achieving the outcomes for the relevant Stage of
learning.
Prior-to-school Learning
Students bring to school a range of knowledge, understanding and skills developed in home and
prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning
and planned for appropriately.
The Early Years Learning Framework for Australia describes a range of opportunities for students to
learn and develop a foundation for future success in learning.
The Early Years Learning Framework for Australia has five learning outcomes that reflect
contemporary theories and research evidence about children’s learning. The outcomes are used to
guide planning and to assist all children to make progress.
The outcomes are:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
In addition, teachers need to acknowledge the learning that children bring to school, and plan
appropriate learning experiences that make connections with existing language and literacy
development, including language used at home.
Early Stage 1
By the end of Early Stage 1, students develop an interest in science and technology through, learning
centred play, observing, questioning and exploring ideas.
Students engage in the processes of Working Scientifically and Design and Production to make sense
of the world around them. They explore their immediate surroundings, asking questions about their
experiences. They collect data and communicate their ideas and observations verbally and through
drawings. Students develop basic solutions to problems and opportunities. They show a growing
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awareness of the use of a range of classroom equipment, and work safely when using resources and
materials.
Students recognise that all living things have needs and can identify ways in which they might be met.
They identify that objects are made from materials that have observable properties, and that these
properties influence their design and use. They describe how objects move, and recognise that their
movement is dependent on a range of factors. They can identify changes in the sky and landscape.
Students identify familiar digital systems, following a set of simple instructions to control devices. They
develop an understanding of how to collect data in a range of situations.
Stage 1
By the end of Stage 1, students demonstrate a sense of wonder and curiosity in science and
technology by questioning and investigating the world around them.
Students learn about and engage in the processes of Working Scientifically and Design and
Production. They participate in teacher led investigations, identifying questions and making
predictions. They use a range of methods to communicate information, and carefully manipulate
equipment and materials. Students generate and develop design ideas and solutions for a variety of
opportunities. They communicate ideas using plans, drawings and models, making use of digital
technologies. They provide explanations about what they have done and evaluate their ideas using
predetermined criteria.
Students identify the features, changes and growth of living things and how environments provide for
their needs. They identify how plants and animals are grown for food, clothing and shelter.
Students investigate how materials can be changed and how they can be combined for a purpose.
They describe the characteristics and properties of materials when they are used for a specific
purpose. Students describe forms of energy encountered in their daily lives. They describe how push
and pull forces are able to create movement in objects. They are able to identify observable changes
that occur on the Earth and in space and how humans care for the environment and Earth’s
resources. Students explore the components of digital systems and identify how data is represented
through pictures, symbols and diagrams. They describe, follow and represent algorithms that are
needed to solve problems.
Stage 2
By the end of Stage 2, students demonstrate an interest in and enthusiasm for science and
technology and appreciate the important role that science and technology play in their lives. They
identify how science and technology can be used to improve the quality of their local environment.
Students engage in the processes of Working Scientifically and Design and Production by asking
questions, predicting outcomes, and initiating their own investigations and design based projects.
Students make and record observations, using formal units, and identify why investigation methods
may be fair or not. Students organise and identify patterns in data and use provided tables to
represent information.
Students develop solutions that address specific criteria. They generate and develop ideas, using
research to inform their design ideas, which are represented using sketches, brainstorms and where
appropriate, digital technologies. Students use specific criteria to evaluate design solutions.
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They identify how human actions affect environments and their ability to survive. They describe how
food and fibre can be used sustainably in modern and traditional societies. Students identify the
physical properties of materials, and how heat can alter their state. They investigate the suitability of
natural and manufactured materials. They explain how energy is transformed, and describe how
forces affect objects and the behaviours of a product or system. Students describe the regular
changes between the Earth and the sun, and describe the irregular changes to the Earth’s surface
that can be caused by human activity. They describe how digital systems transmit data and how this
data can be represented in a variety of ways. They use and follow algorithms that involve branching
and user input.
Stage 3
By the end of Stage 3, students are interested in and demonstrate an enthusiasm for science and
technology, developing informed attitudes towards current scientific and technological issues. They
develop solutions to local, national and global issues relevant to their lives and a sustainable future.
Students engage in the skills of Working Scientifically and Design and Production independently and
collaboratively. They pose questions for investigation, predict likely outcomes and demonstrate
accuracy when collecting, recording and analysing data and information. Students plan and conduct
fair tests and identify variables to be measured. They construct tables and graphs to organise data
and are able to identify patterns, using evidence to draw conclusions and develop explanations. They
develop a process and criteria to evaluate success based on their intended outcome. They explore
and define tasks, using research and existing solutions to inform their ideas. Students are able to
reflect on their processes to identify risks and improvements to their design ideas, methods and
findings. They communicate their ideas in tables, graphs, diagrams and multimodal texts, using digital
technologies where applicable.
Students examine how environmental conditions affect the growth, adaptations, structural features
and survival of living things. They explain how food and fibre are produced sustainably in managed
environments for health and nutrition. They examine the properties of materials and observe how
changes of state occur and new substances are formed. Students explain how energy is transferred
from one place to another. They can identify the difference between contact and non-contact forces.
They compare the regular events in the solar system with the irregular events that cause rapid
changes to the Earth’s surface. Students collect, store and validate different types of data and how
digital systems connect to form networks that transmit data. They define problems, and design,
modify and follow simple algorithms that involve branching, iteration and user input.
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Content
Content defines what students are expected to know and do as they work towards syllabus outcomes.
It provides the foundations for students to successfully progress to the next stage of schooling.
Teachers will make decisions about content regarding the sequence, emphasis and any adjustments
required based on the needs, interests, abilities and prior learning of students.
Organisation of Content
consult
The following diagram provides an illustrative representation of elements of the course and their
relationship.
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The Science and Technology K–6 syllabus content will be organised into Stages for Early Stage 1 to
Stage 3. The outcomes will be presented as:
● Skills
● Knowledge and Understanding.
The Science and Technology K–6 knowledge and understanding content is to be delivered through
the processes of Working Scientifically and Design and Production. By the end of each stage,
students will have had the opportunity to apply their knowledge and understanding in the creation of
designed solutions.
The content modules in Science and Technology K–6 are the basis for the continuum of learning for
both Science Years 7–10 and Technology Mandatory Years 7–8. The five content modules are:
● Living World
● Material World
● Physical World
● Earth and Space
● Digital Technologies.
The continuum for each module is identified below.
Science and Technology K–6
Continuum: Science Years 7–10 and
Technology Mandatory Years 7–8
Working Scientifically and Design and
Production
Working Scientifically
Living World
Living World
Design and Production Processes
Agriculture and Food Technologies
Material World
Chemical World
Material Technologies
Physical World
Physical World
Engineered Systems
Earth and Space
Earth and Space
Digital Technologies
Digital Technologies
Science and Technology K–6 Draft Syllabus for consultation
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Working Scientifically and Design and Production Skills
The skills of Working Scientifically, and Design and Production, enable students to develop and
consolidate their knowledge and understanding of science and technology.
These two processes are dynamic and non-linear and various aspects of both processes are used
according to the demands of the task. Elements of Working Scientifically, and Design and Production
may be repeated to generate results, conclusions, solutions or products. Unexpected results are to be
welcomed and used to initiate further scientific investigation and design.
As students develop skills and gain experience with Working Scientifically, and Design and
Production, they may progress from guided to independent learning.
Working Scientifically
The skills of Working Scientifically are at the core of conducting practical and research investigations
in Science and Technology. When conducting investigations, opportunities are to be provided for
students to engage with Working Scientifically skills.
Students develop an understanding that Working Scientifically skills are dynamic and non-linear. They
are applied in every scientific investigation in a way that is determined by the task. Through regular
involvement in applying these skills in a variety of situations, students develop an understanding that
the Working Scientifically processes are more than a series of predictable steps that confirm what we
know.
Working Scientifically challenges a student’s capacity to develop processes, imagine and creatively
pose questions, that can be used to solve problems and explain observations and phenomena. The
scientific process is informed by the unexpected. An unexpected result, or no observable change,
does not necessarily indicate that the experiment did not work, but can be used to further inform the
pathway towards scientific truth.
An investigation is a scientific process of answering a question, exploring an idea or solving a problem
that includes activities, such as planning a course of action, collecting data, interpreting data, reaching
a conclusion and communicating findings. Investigations can be based on practical activities and
considering information from secondary sources.
Working Scientifically Skills
Questioning and predicting
Students question and make predictions about familiar events and outcomes of investigations. They
pose relevant questions to initiate a scientific investigation, and predict outcomes to unfamiliar
situations. Students:
● pose questions for scientific investigations
● make predictions about familiar objects and events.
Planning and conducting investigations
Students explore their surroundings and develop strategies for planning and conducting fair testing.
Students:
● participate in investigations
● make observations using their senses
● use informal measurements and appropriate technology to collect and record observations
● recognise risks in conducting a practical investigation and suggest improvements.
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Processing and analysing data
Students organise, share and compare data and information. They engage with a range of
representations including graphs, tables and labelled diagrams. Students:
● discuss observations
● develop mathematical skills to calculate the mean and percentages of data
● compare results with predictions and suggest possible reasons for findings.
Communicating
Students communicate by using and constructing a range of representations, including tables and
graphs, to represent and describe observations and identify relationships in data, using digital
technologies where appropriate. Students:
● share their observations and ideas
● communicate observations, using formal and information representations
● explain processes, using multi-modal texts where appropriate.
Design and Production
Design and Production skills are based on the major aspects of design thinking, design processes
and production processes. The practical nature of Design and Production engages students in critical
and creative thinking, including understanding interrelationships between systems when solving
complex problems. A systematic approach to experimentation, problem-solving, prototyping and
evaluation teaches students the value of planning and reviewing processes to realise ideas.
Students develop skills to manage projects to completion through planning, organising and monitoring
activities and the use of resources. Students are taught to plan for sustainable use of resources when
designing.
Design and Production provides students with opportunities to consider how solutions that are created
now will be used to create preferred futures. Students identify the possible benefits and risks of
creating solutions.
Design and Production Skills
Identifying and defining
Students explore needs and opportunities for designing. They question and review existing products,
processes and systems. They consider the contribution of technologies to their lives and make
judgements about them. Students:
● explore needs or opportunities for designing
● define problems to be solved
● describe a sequence of steps and decisions (algorithms) needed to solve a problem
● establish criteria for a successful design solution.
Researching and planning
Students identify factors that may influence and dictate the focus of the design idea. They explore
options, consider existing solutions, generate alternatives, represent and refine ideas and
communicate design decisions for a range of audiences. Students:
● investigate materials, components, tools, equipment and/or processes to achieve intended design
solutions
● generate, develop and communicate design ideas and information, using appropriate technical
terms and graphical representations
● develop project plans that include consideration of resources
● design, modify and follow simple algorithms and steps for the development of a design solution.
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Producing and implementing
Students develop and apply a variety of skills and techniques to produce products, services or
environments to meet specific purposes Students:
● select materials, components, tools, equipment and processes
● use materials, components, tools, equipment and processes to safely produce designed solutions
● implement digital solutions as visual programs.
Testing and evaluating
Students evaluate and make judgements, related to the criteria to evaluate success, to inform
decision making about the quality and effectiveness of designed solutions. Students:
● determine effective ways to test and judge designed solutions
● evaluate design ideas, processes and solutions based on criteria for success
● explore how people use information systems to meet needs and opportunities
● reflect on processes and transfer their learning to other design opportunities.
Practical experiences
To satisfy the requirements of the syllabus, students must undertake a range of practical experiences.
Practical experiences will be used to develop what students know, understand and can do in
designing, producing and evaluating. Student capability, confidence and expertise at their current
stage of development is an important consideration in determining the teaching and learning
sequences in the course.
Safety
Schools have a legal obligation in relation to safety. Teachers need to ensure that they comply with
relevant legislation as well as system and school requirements in relation to safety when
implementing their programs. This includes legislation and guidelines relating to Work Health and
Safety, and the handling and storage of chemicals and dangerous goods. Teachers need to be aware
of activities that may require notification, certification, permission, permits and licences.
Teachers should be aware that students may have food allergies that can result in anaphylaxis, a
severe and sometimes sudden allergic reaction which is potentially life-threatening and always
requires an emergency response. This is an important consideration in selecting foods to be handled
and consumed.
Animal research
Schools have a legal responsibility in relation to the welfare of animals. The keeping of animals and
all practical activities involving animals must comply with relevant guidelines or legislation.
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Thinking Skills
Productive, purposeful and intentional thinking is at the centre of effective learning in Science and
Technology. Students are provided with opportunities to apply thinking skills, develop an
understanding of the processes they can use as they encounter problems, unfamiliar information and
new ideas.
Computational thinking – CT
Computational thinking is the thought process involved in formulating a problem and expressing its
solution in such a way that a human, machine or computer can effectively carry out. It involves using
strategies, such as organising data logically, breaking down problems into parts, interpreting patterns
and designing and implementing algorithms. Computational thinking is used when identifying and
implementing algorithmic solutions to problems.
Design thinking – DT
Design thinking is the thought process involved in understanding and developing solutions to design
needs and opportunities. Consideration of economic, environmental and social impacts that result
from designed solutions are core to design thinking. Design thinking methods can be used when
trying to understand a problem, generating ideas and when refining a design based on evaluation and
testing.
Systems thinking – ST
Systems thinking concerns an understanding of how related objects or components link or interact to
influence the functioning of a system. Students are provided with opportunities to recognise the
connectedness of and interactions between phenomena, people, places and events in local and wider
contexts and consider the impact of their decisions, designs and actions. Understanding the
complexity of systems and the interdependence of components is important for scientific research and
for the creation of solutions to technical, economic and social issues.
Critical and creative thinking
Opportunities for students to learn about and apply critical and creative thinking skills are embedded
in the content and identified by the critical and creative thinking icon .
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Learning Across the Curriculum
for your information
NSW syllabuses provide a context within which to develop core skills, knowledge and understanding
considered important for the acquisition of effective, higher-order thinking skills that underpin
successful participation in further education, work and everyday life, including problem-solving,
collaboration, self-management, communication and information technology skills.
Learning across the curriculum content, including the cross-curriculum priorities and general
capabilities, assists students to achieve the broad learning outcomes defined in the NESA Statement
of Equity Principles, the Melbourne Declaration on Educational Goals for Young Australians
(December 2008) and in the Australian Government’s Core Skills for Work Developmental Framework
(2013).
Cross-curriculum priorities enable students to develop understanding about and address the
contemporary issues they face.
The cross-curriculum priorities are:
● Aboriginal and Torres Strait Islander histories and cultures
● Asia and Australia’s engagement with Asia
● Sustainability
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to
live and work successfully in the 21st century.
The general capabilities are:
● Critical and creative thinking
● Ethical understanding
● Information and communication technology capability
● Intercultural understanding
● Literacy
● Numeracy
● Personal and social capability
NESA syllabuses include other areas identified as important learning for all students:
● Civics and citizenship
● Difference and diversity
● Work and enterprise
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consult
Aboriginal and Torres Strait Islander Histories and Cultures
The Science and Technology K–6 Syllabus provides students with opportunities to learn about how
Aboriginal and Torres Strait Islander Peoples have developed and refined knowledge about the world
through observation, making predictions, testing (trial and error) and responding to environmental
factors within specific contexts. It emphasises the relationships people have with places and their
interconnectedness with the environments in which they live. Students learn about Aboriginal and
Torres Strait Islander Peoples understanding of the environment and the ways that traditional
knowledge and western scientific knowledge can be complementary. Students learn that there are
different ways of interacting with the environment and how this can influence sustainability.
When planning and programming content relating to Aboriginal and Torres Strait Islander histories
and cultures, teachers are encouraged to:
● involve local Aboriginal communities and/or appropriate knowledge holders in determining
suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed
publications
● read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres
Strait Islander histories and cultures and the involvement of local Aboriginal communities.
Asia and Australia’s Engagement with Asia
The Science and Technology K–6 Syllabus provides students with opportunities to recognise that the
Asian region includes diverse environments. Students develop an appreciation of how interactions
within and between these environments impact on human activity and influence the region, and will
identify the significance of this for the rest of the world. Students identify how the Asian region plays
an important role in scientific and technological research and development in areas such as medicine,
natural resource management and natural disaster prediction and management.
Sustainability
The Science and Technology K–6 Syllabus provides students with opportunities to recognise
sustainable patterns of living and working to ensure that resources will be available for future
generations. Sustainability content is focused on renewable resources, protecting environments and
supporting sustainable patterns of living and requires consideration of environmental, social, cultural
and economic systems and their interdependence. Students learn about the actions required to
improve sustainability helping them to take a more active role in shaping preferred futures. Students
investigate the relationships between system components, considering how systems respond to
change and develop an appreciation of the impact that design solutions can have on the Earth’s
resources.
Critical and Creative Thinking
Critical thinking is at the core of most activities that involve students learning to recognise or develop
an argument, use evidence in support of that argument, draw reasoned conclusions, and use
information to solve problems. Creative thinking involves students learning to generate and apply new
ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations,
and making new links that generate a positive outcome. Critical and creative thinking are embedded
in the skills and processes of Working Scientifically and Design and Production. The Science and
Technology K–6 Syllabus provides students with opportunities to develop critical and creative thinking
skills through asking and posing questions, making predictions, engaging in first-hand investigations,
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designing projects, problem solving, making evidence-based decisions, and analysing and evaluating
evidence.
Ethical Understanding
Students identify and investigate the nature of ethical concepts, values and principles, and
understand how reasoning can assist ethical judgement. The Science and Technology K–6 Syllabus
provides opportunities for students to form and make ethical judgements in relation to scientific
investigations, design solutions, codes of practice, use of digital technology and online collaborative
environments. Students apply ethical guidelines in their investigations and design projects, particularly
in their implications for others and the environment. They develop an understanding of protecting
data, intellectual property and social and ethical protocols, encouraging them to demonstrate ethical
digital citizenship.
Information and Communication Technology Capability
Students have opportunities to develop ICT capability when they develop design ideas and solutions,
research scientific concepts and applications, investigate science phenomena, and communicate their
scientific and technological understandings. Students access information enabling them to
communicate scientific and technological ideas. They collect, analyse, and represent data, providing
an opportunity to model and interpret concepts and relationships. Digital technologies, through
animations and simulations, provide opportunities to view phenomena, test predictions and visualise
designs that cannot be investigated or produced through practical experiences in the classroom, and
may enhance students' understanding and engagement with science and technology.
The ICT capability enables students to become effective users of information and communication
technologies. The Digital Technologies context is distinguished by providing students with the skills to
become confident developers of digital solutions.
Intercultural Understanding
Students develop intercultural understanding as they learn to value their own culture and those of
others. This involves students engaging with people of diverse cultures in ways that recognise
similarities and differences, creating connections and cultivating respect. The Science and
Technology K–6 Syllabus provides opportunities for students to appreciate the contribution that
diverse cultural perspectives have made to the development, breadth and diversity of scientific and
technological knowledge and applications. Students learn about and engage with issues requiring
cultural sensitivity and they learn that scientists work in culturally diverse teams. They learn about the
interactions between technologies and society, and take responsibility for securing positive outcomes
for members of all cultural groups.
Literacy
Literacy is the ability to use a repertoire of knowledge and skills to communicate and comprehend
effectively, using a variety of modes and media. Being 'literate' is more than the acquisition of
technical skills – it includes the ability to identify, understand, interpret, create and communicate
effectively, using written, visual and/or digital forms of expression. The Science and Technology K–6
Syllabus provides students with opportunities to understand that language varies according to the
context. The language of science and technology is often technical and includes specific terms for
concepts, processes and features of the world. Students learn that scientific and technological
information can be presented in the form of diagrams, flowcharts, models, tables and graphs. They
learn the importance of communicating, when discussing, questioning and evaluating ideas, providing
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explanations, formulating predictions, drawing conclusions, and constructing evidence-based
arguments.
Numeracy
Numeracy involves drawing on knowledge of particular contexts and circumstances in deciding when
to use mathematics, choosing the mathematics to use and critically evaluating its use. Students
become numerate as they develop the confidence, willingness and ability to apply mathematics in
their lives in constructive and meaningful ways. The Science and Technology K–6 Syllabus provides
students with opportunities to develop numeracy skills, through practical measurement and the
collection, representation and interpretation of data from first-hand investigations and secondary
sources. Students develop data-analysis skills, through identifying trends and patterns from numerical
data and graphs. They use three-dimensional models, create accurate technical drawings and use
computational thinking in decision-making processes when designing and creating best-fit solutions.
Personal and Social Capability
Students develop personal and social capability as they learn to understand and manage themselves,
their relationships more effectively. This includes establishing positive relationships, making
responsible decisions, working effectively individually and in teams, and constructively handling
challenging situations. Through applying processes of Working Scientifically, and Design and
Production, the Science and Technology K–6 Syllabus provides students with opportunities to
develop skills in communication, goal setting, decision making, and the capacity to work
independently and collaboratively. The study of Science and Technology enhances personal and
social capability by expanding students' curiosity, and capacity to question and solve problems.
Civics and Citizenship
Civics and citizenship content involves knowledge and understanding of how our Australian society
operates. The Science and Technology K–6 Syllabus provides students with opportunities to broaden
their understanding of aspects of civics and citizenship in relation to the application of scientific and
technological advances and the development of environmental and sustainable practices.
Difference and Diversity
Difference and diversity comprise gender, race and socio-economic circumstances. The Science and
Technology K–6 Syllabus provides opportunities for students to understand and appreciate the
difference and diversity they experience in their everyday lives. Working Scientifically and Design and
Production provide opportunities for students to work collaboratively, and develop an appreciation of
the values and ideas of all group members. This also enables them to identify individual rights,
challenge stereotypes and engage with opinions different to their own.
Work and Enterprise
Students develop work-related skills and an appreciation of the value of working individually and
collaboratively when conducting investigations and participating in the design process. The Science
and Technology K–6 Syllabus provides opportunities for students to prioritise safe practices, using a
variety of classroom and specialised tools, and understand the potential risks and hazards present
when conducting investigations and constructing design solutions.
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Early Stage 1
Content for Early Stage 1
consult
Living World
Outcomes
A student:
› observes, questions and collects data to communicate ideas STe-1
› develops solutions to an identified need STe-2
› identifies the basic needs of living things STe-3LW
Content Focus
The Living World module focuses on living things, their characteristics and their needs. Students
explore how people use plants and animals in a variety of ways. This module introduces students to
the biological sciences and how food and fibre are used as a resource.
Focus Skills
Working Scientifically
Planning and conducting investigations
● participate in guided investigations and make observations using their senses (ACSIS011)
Communicating
● share observations and ideas (ACSIS012)
Design and Production
Identifying and defining
● explore needs or opportunities for designing, and the technologies needed to realise designed
solutions (ACTDEP005)
Key Inquiry Questions
●
●
●
What are the characteristics of living things?
What do living things need to stay alive?
How are living things used as a resource?
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Early Stage 1
Content
Needs of living things
Students:
● observe and identify some of the characteristics of a range of living things
● identify the needs of living things, for example: (ACSSU002)
− food and water
− shelter
− warmth
● conduct guided investigations to identify the living things in the local environment
● observe and communicate findings of investigations
Living things as a resource
Students:
● identify that plants and animals can be used to provide food or materials for clothing and shelter
(ACTDEK003)
● explore a range of foods obtained from plants and animals, for example:
− customary Aboriginal and/or Torres Strait Islander foods
− foods from a range of cultures, eg African, American, German, Indian, Japanese
● explore everyday items that are designed and produced from plants and animals, for example:
− food products
− paper and wood products
− fabrics and yarns
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Early Stage 1
Material World
Outcomes
A student:
› observes, questions and collects data to communicate ideas STe-1
› develops solutions to an identified need STe-2
› identifies that objects are made of materials that have observable properties STe-4MW
Content Focus
The Material World module focuses on the observable properties of materials and how they can be
classified. Students investigate how the properties of materials determine their use in design
solutions. This module introduces students to materials science and design thinking.
Focus Skills
Working Scientifically
Planning and conducting investigations
● participate in guided investigations and make observations using their senses (ACSIS011)
Processing and analysing data
● engage in discussions about observations and represent ideas (ACSIS233)
Design and Production
Research and planning
● generate, develop and record design ideas (ACTDEP006)
Producing and implementing
● use resources to safely produce designed solutions (ACTDEP007)
● sequence steps for making designed solutions and working collaboratively(ACTDEP009)
Testing and evaluating
● evaluate the success of design ideas, processes and solutions (ACTDEP008)
Key Inquiry Questions
●
●
What are some of the observable properties of materials?
How do the properties of materials affect their use?
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Early Stage 1
Content
Properties of materials can be observed
Students:
● explore a range of materials that can be observed by using their senses, eg plastics, wood,
fabrics, glass (ACSSU003) DT
● test, sort and classify materials based on their properties and record the results, for example:
− flexibility
− texture
− hardness
− colour
Materials are selected to suit specific purposes
Students:
● identify and describe how the properties of different materials suit their design purpose
(ACTDEK004) DT
● investigate how familiar products have useful features and are designed to suit a need, for
example: (ACTDEK001) DT
− a lunchbox (compartments, textured materials and locking mechanisms)
● design and evaluate a product considering material properties, for example: DT
− a raincoat
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Early Stage 1
Physical World
Outcomes
A student:
› observes, questions and collects data to communicate ideas STe-1
› develops solutions to an identified need STe-2
› identifies that the way objects move depends on a variety of factors STe-5PW
Content Focus
The Physical World module focuses on how objects move. Students investigate how the size and
shape of an object affects its movement. This module introduces students to the concepts of force
and motion.
Focus Skills
Working Scientifically
Questioning and predicting
● pose and respond to questions about familiar objects and events (ACSIS014)
Planning and conducting investigations
● participate in guided investigations and make observations using their senses (ACSIS011)
Design and Production
Researching and planning
● generate, develop and record design ideas (ACTDEP006)
Testing and evaluating
● evaluate the success of design ideas, processes and solutions (ACTDEP008)
Key Inquiry Questions
●
●
How does the shape or size of an object affect its movement?
How do objects move?
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Early Stage 1
Content
Movement of objects
Students:
● observe the way a variety of familiar objects move, for example:
− sliding
− rolling
− rotating
● identify that the way objects move depends on their mass and shape, for example: (ACSSU005)
− tennis balls
− blocks
● participate in guided investigations to explore how particular objects move and predict the results
(ACTDEK002)
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Early Stage 1
Earth and Space
Outcomes
A student:
› observes, questions and collects data to communicate ideas STe-1
› identifies how daily and seasonal changes in the environment affect living things STe-6ES
Content Focus
The Earth and Space module focuses on how daily and seasonal changes in the environment affect
living things. Students investigate how living things respond to these changes in the environment.
This module introduces students to the Earth as a dynamic interrelated system.
This module provides opportunities for students to appreciate that science involves observing, asking
questions about, and describing changes in, objects and events (ACSHE013)
Focus Skills
Working Scientifically
Questioning and predicting
● pose and respond to questions about familiar objects and events (ACSIS014)
Processing and analysing data
● engage in discussions about observations and represent ideas (ACSIS233)
Design and Production
Identifying and defining
● explore needs and opportunities for designing, and the technologies needed to realise designed
solutions (ACTDEP005)
Key Inquiry Questions
●
●
What environmental changes occur daily?
What environmental changes occur seasonally?
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Early Stage 1
Content
Changes in the environment
Students:
● identify daily and seasonal changes in our environment, including: (ACSSU004)
− day and night
− variations in temperature and light
− variations in weather on a daily and seasonal basis
Living things respond to changes in the environment
Students:
● investigate and predict how living things respond to regular changes in their environment, for
example:
− people perspiring in hot weather
− flowers opening and closing during the day and night
− deciduous trees losing their leaves during autumn
− thickening and shedding of animal fur in different seasons
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Early Stage 1
Digital Technologies
Outcomes
A student:
› develops solutions to an identified need STe-2
› identifies digital systems and explores how instructions are used to control digital devices STe7DI
Content Focus
The Digital Technologies module focuses on digital systems and how they are used to communicate.
Students explore how digital systems use algorithms to solve problems. This module introduces
students to computational thinking.
Focus Skills
Working Scientifically
Communicating
● share observations and ideas (ACSIS012)
Design and Production
Identifying and defining
● follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve
problems (ACTDIP004)
Testing and evaluating
● explore how people safely use information systems to meet information, communication and
recreation needs (ACTDIP005)
Key Inquiry Questions
●
Where are digital technologies used in everyday life?
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Early Stage 1
Content
Digital systems
Students:
● explore familiar digital devices, for example: (ACTDIK001) ST CT
− a device to take a photograph
● explore how people use digital systems to communicate
● follow and describe a sequence of steps (algorithms), for example: ST DT CT
− following a procedure, eg getting dressed for school in the morning
− following a recipe
● design a process to solve an identified problem, for example: CT ST
● instructing a student to follow a path around the classroom
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Stage 1
Content for Stage 1
consult
Living World
Outcomes
A student:
› observes, questions and collects data to communicate and compare ideas ST1-1
› uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3
› describes features of living things and their environments ST1-4LW
› identifies how plants and animals are grown for food, clothing and shelter ST1-5LW
Content Focus
The Living World module focuses on the features of living things, their environment and how they
change and reproduce. Students investigate how plants are grown and animals are raised to provide
food, clothing and shelter. This module develops students understanding of living things in their
environment, and how they support the survival of humans.
This module provides opportunities for students to observe and record how people use science and
technology in their daily lives, including when caring for their environment and living things.
(ACSHE022, ACSHE035)
Focus Skills
Working Scientifically
Planning and conducting investigations
● participate in guided investigations to explore and answer questions (ACSIS025, ACSIS038)
● use informal measurements to collect and record observations, using digital technologies as
appropriate (ACSIS026, ACSIS039)
● compare observations with predictions (ACSIS213, ACSIS041)
Processing and analysing data
● use a range of methods to sort and represent information, including drawings and tables
(ACSIS027, ACSIS040)
Design and Production
Researching and planning
● generate, develop and record design ideas (ACTDEP006)
Producing and implementing
● use resources to safely produce designed solutions (ACTDEP007)
● sequence steps for making designed solutions and work collaboratively (ACTDEP009)
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Stage 1
Key Inquiry Questions
●
●
●
How do living things change as they grow?
How could we design an environment to cater for a living thing?
How do humans use plants and animals in their daily lives?
Content
Features of living things
Students:
● describe external features of a variety of living things (ACSSU017)
● identify and describe external features of plants and animals, for example:
− flowering and non-flowering plants
− worms, insects, fish, reptiles, birds and mammals
● classify plants and animals based on their observable features ST
Living things live in different places
Students:
● identify that living things live in different places that suit their needs (ACSSU221)
● describe how the characteristics of living things help them to survive in their environments
● design, produce and evaluate a habitat catering for the needs of living things DT
Living things grow, change and reproduce
Students:
● explore how living things grow, change and have offspring similar to themselves (ACSSU030)
● use appropriate technologies to record the changes in growth of a common plant or animal, using
uniform informal units, for example: CT
− digital software programs CT
− tables and graphs
− photography
Living things as a resource
Students:
● identify how plants and animals are grown for food, clothing and shelter (ACTDEK003)
● research how different groups of people use plants and animals, including:
− Aboriginal and Torres Strait Islander Peoples customary practices
− farmers
● explore the tools, equipment and techniques used to prepare food safely and hygienically for
healthy eating (ACTDEK003)
● observe and record ways people use scientific knowledge and skills in their daily lives to care for
living things, for example:
− gardeners
− farmers
− pet carers
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Stage 1
Material World
Outcomes
A student:
› observes, questions and collects data to communicate and compare ideas ST1-1
› uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3
› identifies that materials can be changed and combined ST1-6MW
› describes the characteristics and properties of materials when used for a purpose ST1-7MW
Content Focus
The Material World module focuses on how materials, can be changed, manipulated and combined.
Students develop a design solution demonstrating the suitability of materials for a purpose. This
module develops students’ understanding of the properties of materials and their applications.
Focus Skills
Working Scientifically
Questioning and Predicting
● pose and respond to questions, and make predictions about familiar objects and events
(ACSIS024, ACSIS037)
Planning and conducting investigations
● participate in guided investigations to explore and answer questions (ACSIS025, ACSIS038)
● use informal measurements to collect and record observations, using digital technologies as
appropriate (ACSIS026, ACSIS039)
● compare observations with predictions (ACSIS213, ACSIS041)
Design and Production
Producing and implementing
● use resources to safely produce designed solutions (ACTDEP007)
● sequence steps for making designed solutions and work collaboratively (ACTDEP009)
Testing and evaluating
● evaluate the success of design ideas, processes and solutions (ACTDEP008)
Key Inquiry Questions
●
●
What changes occur when materials are combined?
How do the properties of a material determine its use?
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Stage 1
Content
Materials can be combined and changed
Students:
● investigate how materials can be physically changed by bending, twisting and stretching, for
example: (ACSSU018, ACTDEK004) ST DT
− clay
− pipe cleaners
− rubber bands
● investigate how different materials can be combined for a purpose, for example: (ACSSU031)
−
cornflour and hair conditioner to make play dough
Materials are used for a specific purpose
Students:
● identify a range of natural materials, including those used by Aboriginal and/or Torres Strait
Islander Peoples, for a specific purpose, for example: ST DT
− the use of wood, stone and fibres in structures
● design and evaluate a solution, demonstrating understanding of the suitability of materials, for
example: ST DT
− design an outfit for a school play or assembly item based on a familiar text DT
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Stage 1
Physical World
Outcomes
A student:
› observes, questions and collects data to communicate and compare ideas ST1-1
› uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3
› investigates how push and pull forces affect objects ST1-8PW
› describes the sources and effects of energy ST1-9PW
Content Focus
The Physical World module focuses on how people experience light, sound and heat energy using
their senses. Students investigate how push and pull forces create movement in products. This
module develops students’ understanding of forces and energy, and how they are used for a purpose.
Focus Skills
Working Scientifically
Planning and conducting investigations
● participate in guided investigations to explore and answer questions (ACSIS025, ACSIS038)
● use informal measurements to collect and record observations, using digital technologies as
appropriate (ACSIS026, ACSIS039)
● compare observations with predictions (ACSIS213, ACSIS041)
Communicating
● represent and communicate observations and ideas in a variety of ways (ACSIS029, ACSIS042)
Design and Production
Researching and planning
● generate, develop and record design ideas (ACTDEP006)
Producing and implementing
● use resources to safely produce designed solutions (ACTDEP007)
● sequence steps for making designed solutions and working collaboratively (ACTDEP009)
Key Inquiry Questions
●
●
How do forces affect the movement of objects?
How do we experience different forms of energy?
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Stage 1
Content
Push and Pull Forces
Students:
● identify the effects of push and pull forces on familiar objects, for example:
− moving
− stopping
− changing direction
● investigate how push and pull forces move objects on land, water and in the air (ACSSU033;
ACTDEK002)
● explore common ways people use push and pull forces, for example:
− sweeping
− riding a skateboard
● design and produce a product applying push and pull forces, for example: ST DT
− a toy car
− a wagon
Types of energy
Students:
● identify sources of light, sound and heat energy (ACSSU020)
● determine which senses detect light, sound and heat energy (ACSSU020)
● investigate common uses for light, sound and heat energy, for example:
− a torch
− a musical instrument
− a heater
● explore how sounds are produced by musical instruments from different cultures, for example:
− didgeridoo
− sitar
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Stage 1
Earth and Space
Outcomes
A student:
› observes, questions and collects data to communicate and compare ideas ST1-1
› uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3
› identifies observable changes occurring on earth and in space ST1-10ES
Content Focus
The Earth and Space module focuses on the observable changes that occur in the sky and
landscape. Students explore how the Earth’s resources are used, and undertake a project to
conserve resources. This module introduces students to regular atmospheric and astronomical events
and their effect on the Earth.
The module also provides opportunities for students to appreciate that science involves observing,
asking questions about, and describing changes in, objects and events (ACSHE021, ACSHE034).
Focus Skills
Working Scientifically
Planning and conducting investigations
● participate in guided investigations to explore and answer questions (ACSIS025, ACSIS038)
● use informal measurements to collect and record observations, using digital technologies as
appropriate (ACSIS026, ACSIS039)
● compare observations with predictions (ACSIS213, ACSIS041)
Processing and analysing data
● use a range of methods to sort and represent information, including drawings and tables
(ACSIS027, ACSIS040)
Design and Production
Identifying and defining
● explore needs or opportunities for designing, and the technologies needed to realise designed
solutions (ACTDEP005)
Researching and planning
● generate, develop and record design ideas (ACTDEP006)
Producing and implementing
● use resources to safely produce designed solutions (ACTDEP007)
● sequence steps for making designed solutions and working collaboratively (ACTDEP009)
Key Inquiry Questions
●
●
●
Why do we see different things in the sky at different times?
How are Earth’s resources utilised?
How are Earth’s resources managed?
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Stage 1
Content
Changes in the sky and on land
Students:
● investigate the observable changes that occur in the sky and landscape (ACSSU019)
● observe and predict short-term changes in the sky, for example:
− cloud formations
− position of the sun during the day
− the appearance of stars at night
● record short term weather events and long term seasonal patterns, using appropriate
communication techniques
● identify and describe the physical features of a landscape that have been changed by weathering
and erosion
Earth’s resources
Students:
● explore the use of a variety of Earth’s resources, eg water, soil and minerals (ACSSU032)
● plan and implement a project, considering conservation of resources to meet personal and/or
community needs, for example: (ACTDEK001) ST DT
− turning off dripping taps
− turning off unnecessary lights
− reusing/recycling campaign
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Stage 1
Digital Technologies
Outcomes
A student:
› describes, follows and represents algorithms to solve problems ST1-2
› uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3
› identifies the components of digital systems and explores how data is represented ST1-11DI
Content Focus
The Digital Technologies module focuses on digital systems and their components. Students
investigate how digital systems display data, and use a sequence of steps and decisions (algorithms)
to solve problems. This module develops students’ understanding of how digital systems use
algorithms to communicate.
Focus Skills
Working Scientifically
Processing and analysing data
● use a range of methods to sort and represent information, including drawings and tables
(ACSIS027, ACSIS040)
● collect, explore, sort and present data (ACTDIP003)
Communicating
● represent and communicate observations and ideas in a variety of ways (ACSIS029, ACSIS042)
Design and Production
Identifying and defining
● follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve
problems (ACTDIP004)
Testing and evaluating
● explore how people safely use information systems to meet information, communication and
recreation needs (ACTDIP005)
Key Inquiry Questions
●
●
●
What components might make up a digital system?
In what ways can data be stored or represented?
What are the most effective ways we can record sequences or instructions for others to follow and
understand?
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Stage 1
Content
Digital systems and their components
Students:
● identify digital systems and their components, including: (ACTDIK001) ST CT
− hardware
− software
● identify a variety of uses for digital systems, for example: ST CT
− recording information, eg a digital photograph
− storing information, eg saving a digital file
● communicate, collaborate and share information safely, using digital systems, for example:
− online collaboration tools
Representation and analysis of data
Students:
● identify how data is represented, including:
− pictures
− symbols
− diagrams
● collect, explore and sort data, and use digital systems to present the data creatively
● explore and identify patterns in data (ACTDIK002) ST CT
Writing and recording sequences and instructions
Students:
● follow and represent sequences of steps and decisions (algorithms) to solve problems, for
example: ST CT
− logging onto a computer
− controlling a digital device, eg a floor robot
− presenting a sequence of instructions, eg using a visual programming language
● test and evaluate the effectiveness of steps and decisions (algorithms) in solving a problem
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Stage 2
Content for Stage 2
consult
Living World
Outcomes
A student:
› conducts investigations, and collects and represents data to communicate and compare ideas
ST2-1
› selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-3
› compares features and characteristics of living and non-living things ST2-4LW
› describes how food and fibre are sourced and produced to meet human needs ST2-5LW
Content Focus
The Living World module focuses on the survival, life cycles and classification of living things.
Students design and produce a product or system to improve plant and/or animal production. This
module introduces students to the study of ecology.
The module provides opportunities for students to appreciate that science involves making predictions
and describing patterns and relationships (ACSHE050, ACSHE061)
Focus Skills
Working Scientifically
Planning and conducting investigations
● plan and conduct scientific investigations to find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054, ACSIS065)
● consider the elements of fair tests, and use formal measurements and digital technologies as
appropriate, to make and record observations accurately (ACSIS055, ACSIS066)
● reflect on investigations, including whether testing was fair or not (ACSIS058, ACSIS069)
Processing and analysing data
● use a range of formats, including tables and column graphs, to represent data and identify
patterns and trends (ACSIS057, ACSIS068)
● compare results with predictions, suggesting possible reasons for findings (ACSIS215,
ACSIS216)
Design and Production
Identifying and defining
● explore needs or opportunities for designing solutions, considering resources, and techniques
(ACTDEP014)
Researching and planning
● generate, develop, and communicate design ideas and decisions (ACTDEP015)
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Stage 2
●
plan a sequence of production steps when producing designed solutions individually and
collaboratively (ACTDEP018)
Key Inquiry Questions
●
●
How can plants and/or animals be classified?
How are the environment and living things interdependent?
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Stage 2
Content
Features of living things
Students:
● research ways plants and/or animals can be classified
● collect data and use patterns to group living things according to their observable features, and
distinguish them from non-living things, eg reproducing, growing and responding to stimuli
(ACSSU044)
Life cycles of living things
Students:
● identify that living things have life cycles (ACSSU072)
● conduct an investigation into the life cycle of a plant or animal (ACSSU072)
Survival of living things
Students:
● identify environmental factors needed by plants and animals to survive, for example: (ACSSU073)
− plants require light
− animals require food
− how climate and soil affect food supply
● investigate the interdependence of plants and animals, for example:
− bees and flowering plants
− birds and seed dispersal
● investigate the role of living things in a habitat, for example:
− plants as producers
− microbes (micro-organisms) as decomposers ST
● research and communicate the relationships between living things, for example: ST
− predator-prey
− symbiotic relationships
Producing food and fibre from living things
Students:
● investigate food and fibre production and food technologies used in Australia, for example:
(ACTDEK012)
− digital agriculture
● identify major food and fibre plants and animals and areas in Australia and Asia where they are
grown, for example:
− sugar cane
− rice
− cattle
− sheep
● design, plan, implement and evaluate a product or system to improve plant and/or animal
production, for example: DT
− a green house
− safe bird shelters
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Stage 2
Material World
Outcomes
A student:
› conducts investigations, and collects and represents data to communicate and compare ideas
ST2-1
› selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-3
› describes how adding or removing heat causes a change of state ST2-6MW
› investigates the suitability of natural and manufactured materials for a range of purposes ST27MW
Content Focus
The Material World module focuses on how solids and liquids change state and the properties of
natural and processed materials. Students investigate why different properties of materials affect their
suitability in products, and develop a design solution to an identified need or opportunity, using a
variety of materials. This module further develops students’ knowledge and understanding of the
properties and performance of materials.
Focus Skills
Working Scientifically
Questioning and predicting
● identify questions in familiar contexts that can be investigated and make predictions based on
prior knowledge (ACSIS053, ACSIS064)
Planning and conducting investigations
● plan and conduct scientific investigations to find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054, ACSIS065)
● consider the elements of fair tests, and use formal measurements and digital technologies as
appropriate, to make and record observations accurately (ACSIS055, ACSIS066)
● reflect on investigations, including whether testing was fair or not (ACSIS058, ACSIS069)
Design and Production
Researching and planning
● generate, develop, and communicate design ideas and decisions (ACTDEP015)
● plan a sequence of production steps when producing designed solutions individually and
collaboratively (ACTDEP018)
Producing and implementing
● select and safely use resources to produce designed solutions (ACTDEP016)
Key Inquiry Questions
●
●
How do materials change when heated and cooled?
What are the properties of materials that need to be considered when designing a product?
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Stage 2
Content
Solids and liquids change state
Students:
● recognise that a change of state between solid and liquid can be caused by adding or removing
heat, for example: (ACSSU046) CT
− melting ice
− softening butter
● describe how change of state is used in everyday life, for example: ST
− freezing to preserve food
The suitability of materials is dependent on their properties
Students:
● investigate a range of physical properties that can influence the use of natural and processed
materials (ACSSU074)
● investigate materials for their suitability, considering the impact on users, services or,
environments, for example: (ACTDEK013) DT
− transparency
− strength
− durability
● develop a sustainable design solution for an identified need or opportunity, using a variety of
materials (ACTDEK010) DT
● examine the role of people in design and technological occupations
● explore factors that impact on the design of products, services and/or environments, for example:
(ACTDEK010) ST DT
−
the development of building materials over time
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Stage 2
Physical World
Outcomes
A student:
› conducts investigations, and collects and represents data to communicate and compare ideas
ST2-1
› selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-3
› describes how contact forces affect objects ST2-8PW
› describes how energy is transformed from one form to another ST2-9PW
Content Focus
The Physical World module focuses on how contact forces affect the behaviour of objects and how
energy is transformed. Students design, test and evaluate a product or system demonstrating energy
transformation. This module introduces students to the first law of thermodynamics.
Focus Skills
Working Scientifically
Planning and conducting investigations
● plan and conduct scientific investigations to find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054, ACSIS065)
● consider the elements of fair tests, and use formal measurements and digital technologies as
appropriate, to make and record observations accurately (ACSIS055, ACSIS066)
● reflect on investigations, including whether testing was fair or not (ACSIS058, ACSIS069)
Processing and analysing data
● use a range of formats, including tables and column graphs, to represent data and identify
patterns and trends (ACSIS057, ACSIS068)
● compare results with predictions, suggesting possible reasons for findings (ACSIS215,
ACSIS216)
Design and Production
Producing and implementing
● select and safely use resources to produce designed solutions (ACTDEP016)
Testing and evaluating
● evaluate design ideas, processes and solutions, based on criteria for success (ACTDEP017)
Key Inquiry Questions
●
●
How do contact forces affect objects?
What types of energy transformations can be observed?
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Stage 2
Content
Contact forces
Students:
● investigate the effect of contact forces on an object, for example:
− throwing
− pushing
− pulling
− rubbing
● investigate and predict how contact forces and properties of materials affect the behaviour and
performance of a product or system, for example: (ACTDEK011) ST CT
− a woomera
− a Japanese bunraku puppet
− a windmill
Transformation of energy
Students:
● identify different types of energy transformations, including: (ACSSU097)
− energy of heat to the energy of light
− energy of movement (kinetic energy) to energy of sound
− energy of electricity (electrical energy) to energy of light
● describe examples where light, sound, heat and electrical energy transform from one type of
energy to another, for example:
− a toaster transforms electrical energy into heat energy
− a microphone transforms sound energy into electrical energy
− a solar panel transforms light energy into electrical energy
● design, test and evaluate a product or system that demonstrates an energy transformation to
meet an identified need, for example: DT
− a Rube Goldberg system
− a communication device
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Stage 2
Earth and Space
Outcomes
A student:
› conducts investigations, and collects and represents data to communicate and compare ideas
ST2-1
› describes the regular changes between the sun and the earth and the irregular changes to the
Earth’s surface ST2-10ES
Content Focus
The Earth and Space module focuses on the Earth, its relationship with the sun and how the Earth’s
surface changes over time. Students investigate how the Earth’s surface changes over time as a
result of natural processes and human activity. This module introduces students to the Earth
sciences.
The module provides opportunities for students to appreciate that scientific knowledge helps people to
understand the effect of their actions (ACSHE051, ACSHE062).
Focus Skills
Working Scientifically
Processing and analysing data
● use a range of formats, including tables and column graphs, to represent data and identify
patterns and trends (ACSIS057, ACSIS068)
● compare results with predictions, suggesting possible reasons for findings (ACSIS215,
ACSIS216)
Communicating
● communicate observations, ideas and findings, using a range of representations (ACSIS060,
ACSIS071)
Design and Production
Researching and planning
● generate, develop, and communicate design ideas and decisions (ACTDEP015)
● plan a sequence of production steps when making designed solutions individually and
collaboratively (ACTDEP018)
Key Inquiry Questions
●
●
●
In what ways do natural events change the surface of the Earth over time?
In what ways do humans affect the natural environment?
What is the relationship between the Earth and the sun?
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Stage 2
Content
How the Earth’s surface changes over time
Students:
● identify how the Earth’s surface changes over time as a result of natural processes and human
activity (ACSSU075)
● investigate changes to the Earth’s surface as a result of natural processes and/or human activities
in an environment in Australia or an Asian region, for example:
− erosion
− construction of built environments
− regeneration of an area
● investigate how erosion caused by human activity can be minimised
● identify how people respond to changes in the landscape, for example:
− Aboriginal Peoples’ use of fire stick farming
Earth’s relationship with the sun
Students:
● identify the sun as the major source of energy
● investigate how the Earth’s rotation causes regular changes, for example: (ACSSU048)
− night and day
− daily temperature variation
● investigate seasonal changes that occur as a result of the Earth revolving around the sun ST
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Stage 2
Digital Technologies
Outcomes
A student:
› defines problems, describes and follows algorithms to develop solutions ST2-2
› selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-3
› describes how digital systems transmit data and how it is represented ST2-11DI
Content Focus
The Digital Technologies module focuses on digital systems and how they transmit data. Students
explore different types of data and have the opportunity to learn how to interpret patterns. They
develop skills in visual programming. This module further develops students’ knowledge and
understanding of computational thinking and abstraction.
Focus Skills
Working Scientifically
Processing and analysing data
● use a range of formats including tables and column graphs to represent data and identify patterns
and trends (ACSIS057, ACSIS068)
● compare results with predictions, suggesting possible reasons for findings (ACSIS215,
ACSIS216)
● collect, access and present data, using software to create information and solve problems
(ACTDIP009)
Design and Production
Identifying and defining
● define problems, and solve them by following a sequence of steps and decisions (algorithms)
(ACTDIP010)
Producing and Implementing
● implement simple digital solutions as visual programs with algorithms (ACTDIP011)
Testing and evaluating
● explain how student solutions and existing information systems meet common personal, school or
community needs (ACTDIP012)
Key Inquiry Questions
●
●
●
How is data represented in digital systems?
How does representing data in different ways make it easier to understand?
How are algorithms used in digital systems?
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Stage 2
Content
Digital Systems and the transmission of data
Students:
● identify and explore a range of digital systems, including: (ACTDIK007) DT ST CT
− peripheral devices to capture and display data
− input and output
− transmission of data
● investigate digital and information systems, and explore how they meet personal, school or
community needs
Representation and analysis of data
Students:
● recognise a range of data types and how the same data can be represented in different ways, for
example: (ACTDIK008) ST CT
− codes and symbols, eg Morse code
● collect, access and present different types of data, using simple software to create information
and solve problems, for example:
− selecting appropriate formats or layouts for data, depending on its type and audience, eg
graphs, tables or infographics
− using software to sort and calculate data when solving problems, eg calculations in
spreadsheets
● plan, create and communicate ideas and information, applying agreed ethical and social protocols
Visual Programming
Students:
● describe and follow a sequence of steps and decisions (algorithms) to solve defined problems
involving branching and user input, for example: DT ST CT
− presenting a set of instructions, using different methods, eg demonstrating food production
methods using a series of sequenced images, a set of written instructions or a flow chart
involving branching
− using a visual programming language to create and follow algorithms, using branching
● design and produce digital solutions, using a visual programming language, for example:
− using a visual programming language to make choices based on user input, to branch to a
different part of the solution, eg if the answer is incorrect in a quiz, loop back to the start
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Stage 3
Content for Stage 3
consult
Living World
Outcomes
A student:
› conducts investigations, and collects, represents and summarises data to communicate
conclusions ST3-1
› plans and uses materials, tools and equipment to develop solutions for a need or opportunity
ST3-3
› examines how the environment affects the growth, survival and adaptation of living things ST34LW
› explains how food and fibre are produced sustainably in managed environments for health and
nutrition ST3-5LW
Content Focus
The Living World module focuses on the growth and survival of living things, and how their
adaptations over time suit their environment. Students investigate how and why food and fibre are
produced in managed environments and are prepared to enable people to grow and be healthy. This
module further develops students’ knowledge and understanding of the environmental and biological
sciences.
The module provides opportunities for students to appreciate that science involves testing predictions
by gathering data and using evidence to develop explanations of events and phenomena. It highlights
that scientific and technological knowledge is used to solve problems and inform personal and
community decisions (ACSHE081, ACSHE098, ACSHE083, ACSHE100).
Focus Skills
Working Scientifically
Questioning and predicting
● pose testable questions and make predictions about scientific investigations (ACSIS231,
ACSIS232)
Processing and analysing data
● construct and use a range of representations, including tables and graphs, to describe
observations, patterns or relationships in data, using appropriate technologies (ACSIS090,
ACSIS107)
● compare data with predictions, and use data as evidence in developing explanations (ACSIS218,
ACSIS221)
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Stage 3
Design and Production
Identifying and defining
● examine needs or opportunities for designing solutions, considering resources and processes
(ACTDEP024)
Researching and planning
● generate, develop and communicate design ideas and processes for audiences (ACTDEP025)
Key Inquiry Questions
●
●
●
How do the physical conditions affect the survival of living things?
How do the structural and behavioural features of living things support survival?
Why is it important for food and/or fibre to be produced sustainably?
Content
Growth and survival of living things
Students:
● plan and conduct a fair test to show the conditions needed for a particular plant to grow and
survive in its environment (ACSSU094)
● predict how changing the physical conditions of the environment impacts on the growth and
survival of living things, and use the results to test predictions
● plan and conduct investigations, and gather data on the effects on plants and animals of changing
environmental conditions, for example:
− the effect of temperature and light on the growth of yeast or bread mould
● develop explanations about how changing the physical conditions of the environment affects the
growth and survival of living things
Adaptations of living things
Students:
● describe adaptations as a structure or behaviour that helps living things survive in their
environments (ACSSU043)
● describe the structural features of some native Australian animals and plants and why they are
considered to be adaptations, for example: CT
− shiny surfaces of leaves on desert plants
− rearward facing pouch of a burrowing wombat
− spines on an echidna
Sustainably sourcing food and fibre
Students:
● investigate how and why food and fibre are produced in managed environments (ACTDEK021)
● investigate how people in design and technological occupations address considerations, including
sustainability, in the design of products, services and environments for current and future use
(ACTDEK019)
● identify and sequence the process of converting ‘on-farm’ food and fibre products into a product
suitable for retail sale
● investigate how food is prepared to enable people to grow and be healthy (ACTDEK021)
● plan, design and implement a system to sustainably grow plants for a healthy meal
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Stage 3
Material World
Outcomes
A student:
› conducts investigations, and collects, represents and summarises data to communicate
conclusions ST3-1
› plans and uses materials, tools and equipment to develop solutions for a need or opportunity
ST3-3
› explains the effect of heat on the properties and behaviour of materials ST3-6MW
› explains how the properties of materials determines their use for a range of purposes ST3-7MW
Content Focus
The Material World module focuses on how the properties of a range of materials determine their use
and inform design solutions. Students investigate the different properties of solids, liquids and gases,
and that changes to these properties can be classified as reversible or irreversible. This module
introduces students to fundamental concepts of chemistry and is an introduction to material
technologies.
Focus Skills
Working Scientifically
Planning and conducting investigations
● identify, plan and apply the elements of scientific investigations to answer questions and solve
problems, using resources safely, and identifying potential risks (ACSIS086, ACSIS103)
● decide which variables are to be measured and which variable is to be changed, in a fair test.
● observe, measure and record data with accuracy, using appropriate technologies (ACSIS087,
ACSIS104)
● reflect on and suggest improvements to scientific investigations (ACSIS091, ACSIS108)
Processing and analysing data
● construct and use a range of representations, including tables and graphs, to describe
observations, patterns or relationships in data, using appropriate technologies (ACSIS090,
ACSIS107)
● compare data with predictions, and use data as evidence in developing explanations (ACSIS218,
ACSIS221)
Design and Production
Researching and planning
● generate, develop and communicate design ideas and processes for audiences (ACTDEP025)
Producing and implementing
● select and safely use resources to produce designed solutions (ACTDEP026)
● develop project plans that consider resources when producing designed solutions individually and
collaboratively (ACTDEP028)
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Stage 3
Key Inquiry Questions
●
●
What is the result of combining materials?
What are some key considerations when designing, and constructing products and
environments?
Content
Changes of state
Students:
● observe how solids, liquids and gases can change state and behave in different ways
(ACSSU077) CT
Reversible and irreversible changes
● investigate how some materials undergo reversible changes when mixed, for example: ST CT
(ACSSU095)
− dissolving and retrieving salt from water
● investigate how mixing materials can result in irreversible changes, forming new materials or
products, for example: (ACSSU095)
ST
− making plaster of paris
− mixing cement
Properties of materials determine their use
Students:
● investigate characteristics and properties of a range of materials, systems, components, tools and
equipment, and evaluate the impact of their use (ACTDEK023) ST DT CT
● identify and evaluate the functional properties of materials, for example: (ACTDEK023)
− shade cloth for shelter
− aluminium for playground seats
− canvas for sails
● critique needs or opportunities for designing using sustainable materials
● design a sustainable product, system or environment individually and/or collaboratively ST DT
●
select appropriate materials, components, tools, equipment and techniques and apply safe
procedures to produce designed solutions
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Stage 3
Physical World
Outcomes
A student:
› conducts investigations, and collects, represents and summarises data to communicate
conclusions ST3-1
› plans and uses materials, tools and equipment to develop solutions for a need or opportunity
ST3-3
› explains how contact and non-contact forces affect objects ST3-8PW
› explains how energy is transferred and used for a purpose ST3-9PW
Content Focus
The Physical World module focuses on how energy is transferred from one place to another and the
difference between contact and non-contact forces. Students investigate how electrical energy can
control movement in products and systems. This module introduces students to the generation and
transfer of energy.
Focus Skills
Working Scientifically
Planning and conducting investigations
● identify, plan and apply the elements of scientific investigations to answer questions and solve
problems, using resources safely, and identifying potential risks (ACSIS086, ACSIS103)
● decide which variables are to be measured and which variable is to be changed, in a fair test.
● observe, measure and record data with accuracy, using appropriate technologies (ACSIS087,
ACSIS104)
● reflect on and suggest improvements to scientific investigations (ACSIS091, ACSIS108)
Processing and analysing data
● construct and use a range of representations, including tables and graphs, to describe
observations, patterns and/or relationships in data, using appropriate technologies (ACSIS090,
ACSIS107)
● compare data with predictions, and use data as evidence in developing explanations (ACSIS218,
ACSIS221)
Design and Production
Producing and implementing
● select and safely use resources to produce designed solutions (ACTDEP026)
● develop project plans that consider resources when producing designed solutions individually and
collaboratively (ACTDEP028)
Testing and evaluating
● negotiate criteria for success to evaluate design ideas, processes and solutions (ACTDEP027)
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Stage 3
Key Inquiry Questions
●
●
●
How do forces affect objects?
How is energy generated and transferred from one place to another?
How can electrical energy be used in digital systems?
Content
Contact and non-contact forces
Students:
● identify a force as contact or non-contact, for example: (ACSSU076)
− friction
− magnetism
− gravity
● investigate the effect of contact and non-contact forces on the behaviour of objects
Transfer of energy
Students:
● investigate ways energy is transferred, including: (ACSSU049, ACSSU080)
− light reflecting in a mirror
− light refracting between air and water
− shadows resulting from interruption of the transfer of light
− sound from striking a percussion instrument
− sound echoing off a wall
− heating one end of a metal rod whilst holding the other end
− electrical energy arcing in a plasma ball
● research, communicate and evaluate different ways electrical energy can be generated, for
example: (ACSSU219)
− solar cells
− hydroelectric power generation
− geothermal power generation
− wind turbines
− wave power
− burning fossil fuels
Electrical energy
Students:
● design, produce and test electrical circuits which transfer electrical energy DT
●
investigate how electrical energy can be transferred through digital systems to control movement
and produce light and sound, for example: (ACTDEK020)
− robotics
− microcontrollers
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Stage 3
Earth and Space
Outcomes
A student:
› conducts investigations, and collects, represents and summarises data to communicate
conclusions ST3-1
› compares the regularity of events in the solar system with events that cause rapid changes on the
Earth’s surface ST3-10ES
Content Focus
The Earth and Space module focuses on Earth’s place in the solar system and changes on the
Earth’s surface. Students investigate how the effect of natural disasters can be mitigated. This module
introduces students to the concept of the solar system as a dynamic interrelated system.
Focus Skills
Working Scientifically
Processing and analysing data
● construct and use a range of representations, including tables and graphs, to describe
observations, patterns or relationships in data, using appropriate technologies (ACSIS090,
ACSIS107)
● compare data with predictions, and use data as evidence in developing explanations (ACSIS218,
ACSIS221)
Communicating
● communicate ideas, explanations and processes, using scientific representations in a variety of
ways, including multi-modal texts (ACSIS093, ACSIS110)
Design and Production
Researching and planning
● generate, develop and communicate design ideas and processes for audiences (ACTDEP025)
Key Inquiry Questions
●
●
●
Why is our solar system referred to as a system?
How can sudden geological changes and extreme weather events affect Earth’s surface?
How have advances in science and technology helped people plan for and manage natural
disasters?
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Stage 3
Content
Earth’s Place in our solar system
Students:
● identify that the Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
● examine how the moon influences the tides on the Earth's surface
● research the key features of the planets of our solar system, for example:
− the relative time it takes for the planets to revolve around the sun
− the relative size of the planets
− the relative distance of the planets from the sun
● research and communicate how Aboriginal and/or Torres Strait Islander Peoples use
observations of the night sky to inform decisions about resources and significant cultural events,
for example:
− gathering food
− ceremonies
Changes to Earth’s surface
Students:
● investigate and evaluate how sudden geological changes and extreme weather events can affect
the Earth’s surface, for example: (ACSSU096)
− earthquakes
− volcanic eruptions
− tsunamis
● investigate ways that advances in science and technology have assisted people to plan for and
manage natural disasters to minimise their effect, for example: ST
− detection systems for tsunamis
− digital flood and fire warning systems
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Stage 3
Digital Technologies
Outcomes
A student:
› defines problems, and designs, modifies and follows algorithms to develop solutions ST3-2
› plans and uses materials, tools and equipment to develop solutions for a need or opportunity
ST3-3
› explains how digital systems represent data, connect together to form networks and transmit data
ST3-11DI
Content Focus
The Digital Technologies module focuses on understanding the role individual components of digital
systems play in processing and representing data. Students design, modify and follow algorithms
involving branching and iteration. This module further develops students’ knowledge and
understanding of project management, abstraction and develops an understanding of the relationship
between models and the real-world systems they represent.
Focus Skills
Working Scientifically
Processing and analysing data
● construct and use a range of representations, including tables and graphs, to describe
observations, patterns or relationships in data, using appropriate technologies (ACSIS090,
ACSIS107)
● compare data with predictions and use data as evidence in developing explanations (ACSIS218,
ACSIS221)
● acquire, store and validate different types of data, and use a range of software to interpret and
visualise data (ACTDIP016)
Design and Production
Identifying and defining
● define problems in terms of data and functional requirements (ACTDIP017)
Researching and planning
● design, modify and follow simple algorithms (ACTDIP019)
Producing and implementing
● implement digital solutions as simple visual programs (ACTDIP020)
Testing and evaluating
● explain how student solutions and existing information systems are sustainable and meet current
and future local community needs (ACTDIP021)
Key Inquiry Questions
●
●
●
How do components of digital systems interact with each other to transmit data?
How do the components of digital systems connect together to form networks?
How does using repetition and branching help to simplify algorithms?
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Stage 3
Content
Using and Interpreting Data
Students:
● identify how whole numbers are used to represent all data (binary) in digital systems
(ACTDIK015) ST CT
● collect, store and validate different types of data, for example: ST CT
− using sensors to collect data
● use software to interpret and visualise data
Digital Systems and Networks
Students:
● investigate internal and external components of digital systems that perform functions, including:
− input
− output
− storage
● explore how the main components of digital systems connect together to form networks that
transmit data (ACTDIK014) ST CT
● describe how data can be transmitted between two digital components, for example:
− wired networks
− wireless networks
● identify and explain how existing information systems meet the needs of present and future
communities, for example: ST DT
− school databases
● explore current ethical, social and technical protocols when communicating using information
systems
Designing Digital Solutions
Students:
● design a user interface for a digital system DT
● design, modify and follow algorithms involving branching and iteration ST DT CT
● define problems, and plan and implement digital solutions, using an appropriate visual
programming language involving branching and iteration, and requiring user input ST DT CT
●
guiding a robot through a maze
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Assessment
for your information
The text in this section is generic for all K–10 syllabuses.
Standards
The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standardsreferenced framework that describes, through syllabuses and other documents, the expected learning
outcomes for students.
Standards in the framework consist of three interrelated elements:
● outcomes and content in syllabuses showing what is to be learned
● Stage statements that summarise student achievement
● samples of work on the NESA Assessment Resource Centre (ARC) website which provide
examples of levels of achievement within a Stage.
Syllabus outcomes in Science and Technology contribute to a developmental sequence in which
students are challenged to acquire new knowledge, understanding and skills.
Assessment
Assessment is an integral part of teaching and learning. Well-designed assessment is central to
engaging students and should be closely aligned to the outcomes within a Stage. Effective
assessment increases student engagement in their learning and leads to enhanced student
outcomes.
Assessment for Learning, Assessment as Learning and Assessment of Learning are three
approaches to assessment that play an important role in teaching and learning. The NESA Years
K–10 syllabuses particularly promote Assessment for Learning as an essential component of good
teaching.
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Further advice on programming and appropriate assessment practice in relation to the Science and
Technology K–6 Draft Syllabus is contained on the NESA website. This support material provides
general advice on assessment as well as strategies to assist teachers in planning education
programs.
Assessment for Students with Special Education Needs
Some students with special education needs will require adjustments to assessment practices in
order to demonstrate what they know and can do in relation to syllabus outcomes and content. The
type of adjustments and support will vary according to the particular needs of the student and the
requirements of the activity. These may be:
● alternative formats for responses, for example written point form instead of essays, scaffolded
structured responses, short objective questions or multimedia presentations
● adjustments to assessment activities, for example rephrasing questions, using simplified
language, fewer questions or alternative formats for questions
● adjustments to the assessment process, for example additional time, rest breaks, quieter
conditions, or the use of a reader and/or scribe or specific technology.
It is a requirement under the Disability Standards for Education 2005 for schools to ensure that
assessment tasks are accessible to students with a disability. Schools are responsible for any
decisions made at school level to offer adjustments to course work, assessment tasks and in-schools
tests.
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Further examples of adjustments to assessment for students with special education needs and
information on assessment of students undertaking Life Skills outcomes and content can be found in
support materials for:
● Science and Technology K–6
● Special education needs.
Reporting
Reporting is the process of providing feedback to students, parents and other teachers about student
progress.
Teachers use assessment evidence to extend the process of Assessment for Learning into their
Assessment of Learning. In a standards-referenced framework, teachers make professional
judgements about student achievement at key points in the learning cycle. These points may be at the
end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge,
understanding and skills demonstrated by students.
Descriptions of student achievement in Science and Technology provide schools with a useful tool to
report consistent information about student achievement to students and parents, and to the next
teacher to help plan the next steps in the learning process.
The A–E grade scale or equivalent provides a common language for reporting by describing
observable and measurable features of student achievement at the end of a Stage, within the
indicative hours of study. Teachers use the descriptions of the standards to make a professional, onbalance judgement, based on available assessment information, to match each student’s
achievement to a description. The Common Grade Scale (A–E) or equivalent is used by teachers to
report student levels of achievement from Stages 1 to 5.
For students with special education needs, teachers may need to consider, in consultation with their
school and sector, the most appropriate method of reporting student achievement. It may be deemed
more appropriate for students with special education needs to be reported against outcomes or goals
identified through the collaborative curriculum planning process. There is no requirement for schools
to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking
or equivalent to report achievement of students undertaking Life Skills outcomes and content.
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Glossary
for your information
This section draws on the Australian curriculum: Science and Technologies F–10 glossaries which
are included below. Additional words and/or terms specific to Science and Technology may also be
identified for inclusion.
consult
Glossary term
Definition
Aboriginal and/or
Torres Strait
Islander People(s)
The term describes people who are either Aboriginal or Torres Strait
Islander or are Aboriginal and Torres Strait Islander.
An Aboriginal and/or Torres Strait Islander person is someone who:



is of Aboriginal and/or Torres Strait Islander descent
identifies as an Aboriginal person and/or Torres Strait Islander person,
and
is accepted as such by the Aboriginal and/or Torres Strait Islander
community in which they live.
adaptation
The process of change by which an organism or species becomes better
suited to its environment
abstraction
A process of reducing complexity to a generalised fundamental idea or
concept. For example, be removing specific details or situation, the idea
that a cricket ball is a sphere in the same way that a soccer ball is. In digital
technologies the concept that data can be organised in records made up of
fields irrespective of whether the data are numbers, text, images or
something else.
algorithm
Step-by-step procedures required to solve a problem. An algorithm may be
presented in many ways, such as written instructions like a recipe,
flowcharts to visualise an algorithm or using a computer programming
language.
app
A software application with a very specific or narrow purpose, designed to
run on mobile devices (such as smartphones or tablets) through a web
browser or on a personal computer. The features of an app are limited
when compared with a full-featured desktop application for a similar
purpose. For example, a photo-editing app has a smaller set of features
than an industry-standard photographic suite.
binary
A use of two states or permissible values to represent data, such as ON
and OFF. Binary data is typically represented as a series of single digits
referred to as binary digits (or bits) due to each taking on the value of either
0 or 1. For example the text ‘Hello’ can be represented in binary as:
01101000 01100101 01101100 01101100 01101111 00001010.
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Glossary term
Definition
branching
Making a decision between one of two or more actions, depending on sets
of conditions and the data provided. For example, in an interactive quiz the
answer could be ‘correct’ or ‘incorrect’, therefore branching off to a different
question.
bunraku puppet
A traditional Japanese form of puppet theatre in which half life-sized dolls
act out a chanted dramatic narrative using force and motion.
characteristics
A set of distinguishing aspects (including attributes and behaviours) of an
object, material, living thing, system or event. In Design and Technologies,
the qualities of a material or object are usually detected and recognised by
human senses, such as its colour, taste, texture, sound (for example,
crunch of bread) and smell. The term also may relate to the form of a
material, for example, ‘corrugated’ cardboard. These qualities are used by
humans to select suitable materials for specific uses, for example, because
they are appealing or suitable for their purpose. The characteristics of
materials usually determine the way people work with the materials. Also
see properties. In Digital Technologies, for example, the characteristics of a
stored digital graphic may be the colour depth (maximum number of colours
represented), the resolution (number of pixels per area, or height and width)
and the compression used.
components
Parts or elements that make up a system or whole object and perform
specific functions. For example, the major components of a car include: a
chassis (holds everything on it); an engine (to convert energy to make a car
move); a transmission (including controlling the speed and output from the
engine and to rotate the wheels); a steering system (to control the direction
of movement); a brake system (to slow down or stop); a fuel delivery
system (to supply fuel to the cylinders); an exhaust system (to get rid of
gases) and an electrical system (for operating wipers, air conditioning, etc.).
Similarly, the components of a computer system may be a central
processing unit (chips that follow instructions to control other components
and move data); memory chips and a hard disk (for storing data and
instructions); a keyboard, a mouse, a camera and a microphone (to input
instructions and data for the central processing unit); a screen, a printer and
speakers (to output data); USB and ethernet cards (to communicate with
other systems or components). Also see digital systems.
computational
thinking
A problem-solving method that involves various techniques and strategies
that can be implemented by digital systems. Techniques and strategies may
include organising data logically, breaking down problems into parts,
defining abstract concepts and designing and using algorithms, patterns
and models.
conclusions
An opinion or judgement based on evidence.
criteria for success
A descriptive list of essential features against which success can be
measured. The compilation of criteria involves literacy skills to select and
use appropriate terminology.
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Glossary term
Definition
data
(digital
technologies)
Representation of information using number codes. Data may include
characters (for example, alphabetic letters, numbers and symbols), images,
sounds and/or instructions that, when represented by number codes, can
be manipulated, stored and communicated by digital systems. For example,
images may be represented by a bitmap of numbers representing each ‘dot’
or pixel.
data
(science)
Facts or figures that can be used to draw conclusions
database
A collection of data organised by records and fields that can be easily
stored, accessed, managed and updated. Each discrete piece of data to be
stored is represented by a field (for example, song title, song artist or bank
account number, date of transaction); and values in the fields that are
associated with an entity (for example, a song, a bank transaction) are a
record.
decompose
To separate a complex problem into parts to allow a problem to be more
easily understood. For example, to create an interactive story, one can
decompose the problem to a list of characters and their characteristics (for
example, clothing), the actions of the characters, the backdrops and the
sequence of scenes with reference to which characters, actions and
backdrops are involved in each scene. Decomposition may be represented
in diagrams.
deconstructing
A process of dismantling or pulling a product or system apart to
systematically identify and analyse components and their relationships.
Also see components.
design process
A process that typically involves investigating and defining; generating and
designing; producing and implementing; evaluating; and collaborating and
managing to create a designed solution that considers social, cultural and
environmental factors. In Design and Technologies, technologies processes
include design processes and production processes.
design thinking
Use of strategies for understanding design problems and opportunities,
visualising and generating creative and innovative ideas, and analysing and
evaluating those ideas that best meet the criteria for success and planning.
designed solution
In Design and Technologies, a product, service or environment that has
been created for a specific purpose or intention as a result of design
thinking, design processes and production processes.
designing
In Design and Technologies, a process that typically involves investigating
and defining; generating; producing and implementing; evaluating; and
collaborating and managing to create a designed solution. In Digital
Technologies, one step in a four-stage process of defining, designing,
implementing and evaluating to create a digital solution.
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Glossary term
Definition
digital citizenship
An acceptance and upholding of the norms of appropriate, responsible
behaviour with regard to the use of digital technologies. This involves using
digital technologies effectively and not misusing them to disadvantage
others. Digital citizenship includes appropriate online etiquette, literacy in
how digital technologies work and how to use them, an understanding of
ethics and related law, knowing how to stay safe online, and advice on
related health and safety issues such as predators and the permanence of
data.
digital environment
A situation, or sphere of activity, or simulated ‘place’ that is entirely
presented or experienced with digital technologies. For example, a social
network that provides a digital environment for communicating with friends,
or software that provides a digital environment for editing photographs.
digital solution
A result (or output) of transforming data into information or action, using
digital systems, skills, techniques and processes to meet a need or
opportunity.
digital system
Digital hardware and software components (internal and external) used to
transform data into a digital solution. When digital systems are connected,
they form a network.
For example: a smartphone is a digital system that has software (apps, an
operating system), input components (touch screen, keyboard, camera and
microphone), output components (screen and speakers), memory
components (silicon chips, solid state drives), communication components
(SIM card, Wi-Fi, Bluetooth or mobile network antennas), and a processor
made up of one or more silicon chips.
digital technology
Any technology controlled using digital instructions, including computer
hardware and software, digital media and media devices, digital toys and
accessories, and contemporary and emerging communication technologies.
These technologies are based on instructions given, using binary (0 or 1)
code, that invariably mean one or more processors are present to respond
to these instructions. Computers, smartphones, digital cameras, printers
and robots are all examples of digital technologies.
durability
An ability of an object or system to withstand or resist wear, pressure or
damage over a long period of time and remain in good condition. For
example, long-lasting outdoor furniture made of suitable materials and
construction methods to withstand rain, heat and light from the sun; a sports
uniform made of suitable materials to withstand frequent washing and wear
and tear from the movement of the sportsperson. Also see properties.
environment
One of the outputs of technologies processes and/or a place or space in
which technologies processes operate. An environment may be natural,
managed, constructed or digital.
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Glossary term
Definition
equipment
Items needed for carrying out specific jobs, activities, functions or
processes. For example, a bench hook is used to hold a piece of wood
when making a straight cut across it; a tailor’s chalk is used to make marks
on fabric to show details of the location and type of construction; a soldering
iron is used to solder components to a printed circuit board; scales are used
to accurately weigh ingredients for a cake or feed for domestic animals.
evaluating
Measuring performance against established criteria. Estimating nature,
quality, ability, extent or significance to make a judgement determining a
value. Also see critiquing.
evidence
In science, evidence is valid/reliable data that can be used to support a
particular theory, hypothesis, idea or conclusion.
fair test
An investigation where one variable (the independent variable) is changed
and all other conditions (controlled variables) are kept the same; what is
measured or observed is referred to as the dependent variable.
features
In Design and Technologies, distinctive attributes, characteristics,
properties and qualities of an object, material, living thing, system or event.
fibre
In food and fibre production, plant- or animal-based materials that can be
used for clothing or construction. Fibre includes materials from forestry.
Animal-based (protein) fibres include wool and silk. Plant-based (cellulosic)
fibres include cotton, bamboo, hemp, timber and wood chip.
food and fibre
production
A process of producing food or fibre as natural materials for the design and
development of a range of products.
formal
measurement
Measurement that is based on an agreed standard unit, eg metre, second
and gram.
functionality
Design of products, services or environments to ensure they are fit for
purpose and meet the intended need or market opportunity and identified
criteria for success. Criteria for success in relation to functionality are likely
to include such things as operation, performance, safety, reliability and
quality. That is, does the product, service or environment do what it was
meant to do, or provide what it was meant to provide? (For example, does
the torch provide light, is it easy to hold, and is it safe to use?)
health
A state of complete physical, mental and social wellbeing and not merely
the absence of disease or infirmity (World Health Organization 1948).
healthy eating
Dietary patterns that aim to promote health and wellbeing, including types
and amounts of foods and food groups that reduce the risk of diet-related
conditions and chronic disease (National Health and Medical Research
Council 2013).
IF statement
A conditional decision statement used to control the flow of a program (see
branching). For example ‘if’ the volume drops below turn 30, play warning
sound.
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Glossary term
Definition
information system
A combination of digital hardware and software components (digital
systems), data, processes and people that interact to create, control and
communicate information.
input
Something put into a system to activate or modify a process, for example,
people, raw materials, power, energy, data. Also see engineering principles
and systems.
inquiry
The processes of inquiry enable scientists to develop answers to questions
and to improve explanations for phenomena in the natural world. A scientific
idea must be framed in a way that is testable and can be either refuted or
confirmed by observation or experiment (empirical evidence). Scientific
knowledge is refined and extended as new evidence arises or existing
evidence is re-conceptualised. As students engage in applying the skills
and processes of Working Scientifically, they extend their understanding of
scientific ideas and concepts and how these are developed through inquiry.
investigation
A type of first-hand activity that can be used to answer a question, explore
an idea or solve a problem. A scientific investigation is a systematic inquiry
usually involving using and applying the processes of planning a course of
action, safely manipulating tools and equipment in collecting and
interpreting data, drawing evidence-based conclusions and communicating
findings.
managed
environment
In Design and Technologies, an environment coordinated by humans, for
example, a farm, forest, marine park, waterway, wetland and or storage
facility.
material
A substance from which a thing is or can be made. Natural (e.g. animals,
food, fibre, timber, mineral) and fabricated (e.g. metal alloys, plastics,
textiles, composites) materials. Materials are used to create products or
environments and their structure can be manipulated by applying
knowledge of their origins, structure, characteristics, properties and uses.
model
(technology)
A representation that describes, simplifies, clarifies or provides an
explanation of the workings, structure or relationships within an object,
system or idea. This can be either a physical model, such as in a scale
model of a car or house, to show the form of a final production design, and
is made with tools, jigs and fixtures; or virtual, such as a simulator program
that demonstrates the capabilities of a vending machine through interaction
with a computer user.
model
(science)
A mathematical, conceptual or physical representation that describes,
simplifies, clarifies or provides an explanation of the structure, workings or
relationships within an object, system or idea. Models can provide a means
of testing and predicting behaviour within limited conditions.
multi-modal text
Text that combines two or more modes of communication. This can include
print text as well as image and spoken word, as in film or computer
presentations.
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Glossary term
Definition
natural environment
In Design and Technologies, an environment in which humans do not make
significant interventions, for example, ocean environments, natural
woodlands, national parks.
observation
That which can be sensed either directly by an individual or indirectly by
measuring devices
output
A result of something (physical or virtual), such as power, energy, action,
material or information produced by a person, machine or a system.
peripheral device
A digital component that can be connected to a digital system but are is not
essential to the system, for example, printer, scanner, digital camera.
play
An imaginary situation and the exploration of objects and actions for a
specific purpose, where meaning and sense of objects, actions and social
situation can change for individual and collective needs to create something
new.
preferred futures
Preferences for the future identified by a student to inform the creation and
evaluation of solutions.
producing
Actively realising (making) designed solutions, using appropriate resources
and means of production.
product
One of the outputs of technologies processes, the end result of processes
and production. Products are the tangible end results of natural, human,
mechanical, manufacturing, electronic or digital processes to meet a need
or want.
project
A set of activities undertaken by students to address specified content,
involving understanding the nature of a problem, situation or need; creating,
designing and producing a solution to the project task; and documenting the
process. Project work has a benefit, purpose and use; a user or audience,
which can provide feedback on the success of the solution; limitations to
work within; and a real-world technologies context influenced by social,
ethical and environmental issues. Criteria for success are used to judge a
project’s success.
project management A responsibility for planning, organising, controlling resources, monitoring
timelines and activities, and completing a project to achieve a goal that
meets identified criteria for judging success.
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Glossary term
Definition
property
A distinctive quality of a material that can be tested and used to help people
select the most suitable one for a particular use. Mechanical properties are
determined when a force is applied to a material, for example, to test its
strength, hardness, wear resistance, machinability/workability, stretch and
elasticity. Thermal properties are determined when varying temperatures
(for example, cold or heat) are applied to test whether a material expands,
melts, conducts or absorbs heat (warms up), find its boiling point, and
whether its colour changes. Chemical properties relate to the chemicals a
material is made of (its composition) and how it may change because of its
surrounding environment, for example, how it ages or taints; develops an
odour; deteriorates; resists stains, corrosion or cracks due to heat; or is
flammable. Electrical properties relate to the way a material responds if a
current is passed through it or if it is placed in an electrical field, for
example, whether the material conducts or resists electricity or acts as an
insulator. Optical properties relate to how light reacts with a material, for
example, opaqueness, transparency and reflectiveness.
protocol
A set of generally accepted standards or 'rules' that govern relationships
and interactions between and within information systems. Also see file
transfer protocol and hypertext transfer protocol.
relate
To identify connections or associations between ideas and/or relationships
between components of systems and structures.
research
To locate, gather, record and analyse information through literature and/or
first-hand investigation to develop understanding.
resources
In Design and Technologies, this includes technologies, energy, time,
finance and human input.
senses
Perceptions that a living organism uses to take in information about its
surroundings. The five main senses are hearing, sight, touch, taste and
smell.
service
One of the outputs of technologies processes, the end result of processes
and production. Services are a less tangible outcome (compared to
products) of technologies processes to meet a need or want. They may
involve development or maintenance of a system and include, for example,
catering, cloud computing (software as a service), communication,
transportation and water management. Services can be communicated by
charts, diagrams, models, posters and procedures.
sitar
A large, long-necked Indian lute with movable frets, played with a wire pick.
social protocols
Generally accepted 'rules' or behaviours for when people interact in online
environments, for example, using language that is not rude or offensive to
particular cultures, and not divulging personal details about people without
their permission.
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Glossary term
Definition
strength
The state, property or quality of a material or object being physically strong
and able to withstand or resist a significant amount of force or pressure
without breaking. This includes when a material or object is put under
compression (compressive strength) or under tension (tensile strength).
Compressive strength is measured by the material’s capacity to withstand
loads that are intended to reduce its size (forcing its atoms together) and to
see how much it deforms or cracks. Tensile strength is measured by the
material’s capacity to withstand loads to extend it (forcing its atoms to be
pulled apart). Also see properties.
structure
(science)
Entities in which the parts are linked together to form a whole.
sustainability
The patterns of activities that meet the needs of the present generation
without prejudicing the ability of future generations to meet their needs.
sustainable
Supporting the needs of the present without compromising the ability of
future generations to support their needs.
system
(technology)
A structure, properties, behaviour and interactivity of people and
components (inputs, processes and outputs) within and between natural,
managed, constructed and digital environments.
system
(science)
A set of components within the natural and made environments that
interact. An understanding of natural complex systems requires the
integration and application of concepts from more than one Science
discipline.
systems thinking
A holistic approach to the identification and solving of problems, where
parts and components of a system, their interactions and interrelationships
are analysed individually to see how they influence the functioning of the
whole system. This approach enables students to understand systems and
work with complexity, uncertainty and risk.
technologies
(technology)
Materials, data, systems, components, tools and equipment used to create
solutions for identified needs and opportunities, and the knowledge,
understanding and skills used by people involved in the selection and use
of these.
technologies
(science)
The knowledge and creative processes that assist people to use tools,
resources and systems to solve problems and meet human needs and
wants.
tool
An implement and machine to carry out specific processes when working
with materials. For example, a saw is an example of a tool used to cut
timber; scissors are used to cut fabric, paper and cardboard; a tape
measure is used to measure lengths and widths of wood and fabric; a
blender is used to mix and blend food ingredients; secateurs are used to
prune plants. Also see equipment.
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Glossary term
Definition
user interface
Characteristics of the boundary between users and a computer system, or
the manner in which users interact with computer hardware or software. In
software, this usually comprises of fields for text and number entry, mouse
pointers, buttons and other graphical elements. In hardware, switches, dials
and light-emitting diodes (LEDs) provide information about the interactions
between a user and a machine.
variable
A factor that can be changed, kept the same or measured in an
investigation.
visual programming
A programming language or environment where a program is represented
and manipulated graphically rather than as text, for example, graphic blocks
that can be connected to form programs, allowing programming without
having to deal with textual syntax. Examples of visual programming
languages include: Kodu, Lego Mindstorms, and Scratch.
wireless network
Wireless networks are computer networks that are not connected by cables
of any kind.
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