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NSW Syllabuses

Organisation of content

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

 

Kindergarten – Year 6

 This diagram shows the relationship between skills, strands and context in Science and Technology K–6.

The content of the Science and Technology K–6 Syllabus is organised by the strands:

  • Skills:
    • Working Scientifically (WS)
    • Working Technologically (WT)
  • Knowledge and Understanding:
    • Natural Environment (NE)
    • Made Environment (ME).

In Stages 1 to 3 the Knowledge and Understanding strands are represented in more specific substrands that form the continuum with the strands in Years 7–10.The substrand Material World is common to both the Natural Environment and the Made Environment strands. It provides a foundation for the Chemical World strand in the Science Years 7–10 Syllabus and the study of materials in the Technology (Mandatory) Syllabus in Years 7–8.

Within the Knowledge and Understanding strands/substrands:

  • content statements summarise the overarching scientific and technological ideas. The related group of content describes the appropriate depth and scope of learning for each statement
  • content incorporates understanding about the nature, development, use and influence of science and technology with relevant knowledge of the scientific and/or technological ideas, principles and concepts.

Continuity of learning in all aspects of the syllabus is provided when teaching programs:

  • are based on contexts that:
    • are relevant to students' learning needs, interests, experiences and cultural backgrounds
    • relate to the nature, development, use and influence of science and technology
  • draw on content from the Natural Environment and the Made Environment strands in each year
  • incorporate the strands and substrands within each stage
  • integrate the skills and processes of Working Scientifically and Working Technologically with content from the Knowledge and Understanding strands/substrands
  • include a range of  hands-on scientific investigations and design projects in each year from K-6 in which students apply the processes of Working Scientifically and Working Technologically
  • address the objectives and outcomes for the values and attitudes through the relevant skills, knowledge and understanding content for each stage.

Years 7–10

 This diagram shows the relationship between skills, strands and context in Science Years 7–10.

The content of the Science Years 7–10 Syllabus is organised by the strands: 

  • Skills:
    • Working Scientifically (WS)
  • Knowledge and Understanding:
    • Physical World (PW)
    • Earth and Space (ES)
    • Living World (LW)
    • Chemical World (CW).

These strands form a continuum with the Working Scientifically strand and the Natural Environment substrands of the Science and Technology K–6 Syllabus. The Material World substrand in the Science and Technology K–6 Syllabus provides the foundation for the Chemical World strand.

Within the Knowledge and Understanding strands:

  • content statements summarise the overarching scientific concepts/ideas and understanding about science. The related group of content describes the appropriate depth and scope of learning for each statement
  • content incorporates understanding about the nature, development, use and influence of science with relevant knowledge of scientific concepts, principles, models, theories and laws.

Continuity of learning in all aspects of the syllabus is provided when teaching programs:

  • are based on contexts that:
    • are relevant to students' learning needs, interests, experiences and cultural backgrounds
    • relate to the nature, development, use and influence of science
  • incorporate all content across each stage
  • integrate content selected from across the Knowledge and Understanding strands through the skills and processes of Working Scientifically
  • develop understanding of science through a range of hands-on practical experiences that use the skills and processes of Working Scientifically
  • engage students in scientific inquiry through applying the processes of Working Scientifically
  • allocate at least 50% of the course time to students' active engagement in hands-on practical experiences
  • include at least one substantial student research project in each of Stage 4 and Stage 5
  • address the objectives and outcomes for the values and attitudes through the relevant skills, knowledge and understanding content for each stage.