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New NSW Syllabuses

Guide to the new Science K–10 (incorporating Science and Technology K-6) Syllabus

This video explains the key features of all four syllabuses for Kindergarten to Year 6.

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Download:
Kindergarten to Year 6 Guide to the new NSW K–10 syllabuses (PDF, 15 pages, 1.15MB)
Science Years 7–10 Guide to the new NSW syllabus (PDF, 4 pages, 270KB)

The new Science K–10 (incorporating Science and Technology K–6) Syllabus includes agreed Australian curriculum content and content that clarifies learning for Science from Kindergarten to Year 10. The stage statements for Early Stage 1 to Stage 5 reflect the intent of the Australian curriculum achievement standards.

Implementation

The Australian curriculum is being implemented in New South Wales through new syllabuses developed by the Board of Studies for English, Mathematics, Science, and History. The new Science K–10 (incorporating Science and Technology K–6) Syllabus will replace the current Science and Technology K–6 Syllabus and Science Years 7–10 Syllabus.

In K–6 the syllabuses are designed to be taught within the Board’s recommended percentages of time for each key learning area in a typical school week. In Years 7–10 they are designed to be taught within the existing NSW indicative time requirements.

The Department of Education and Communities, the Catholic Education Commission, the Association of Independent Schools, and other school systems and professional associations will assist and support the ongoing implementation of the syllabuses.

Kindergarten – Year 6
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • English – start teaching
  • Mathematics – optional to start teaching 
  • Science and Technology – optional to start teaching
2015
  • Mathematics – start teaching
  • Science and Technology – start teaching
  • History – optional to start teaching 
2016
  • History – start teaching
Years 7–10
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • Years 7 and 9: English, Mathematics, Science and History – start teaching 
2015
  • Years 8 and 10: English, Mathematics, Science and History – start teaching

NSW syllabuses 

The syllabuses identify the skills, knowledge, understanding, values and attitudes students are expected to develop at each stage, from Kindergarten to Year 10. Teachers will continue to have the flexibility to make decisions about the sequence of learning, 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 structure and many of the features of the current Science and Technology K–6 Syllabus and Science Years 7–10 Syllabus have been retained, including:

  • objectives and outcomes
  • content organised in stages from Early Stage 1 to Stage 5.

Assessment for learning continues to be an essential component of the new Science K–10 (incorporating Science and Technology K–6) Syllabus

What is new?

Tables of objectives and outcomes identify the sequence of skills, knowledge and understanding for Kindergarten to Year 6 and Years 7–10.

Foundation statements are replaced by stage statements that summarise the skills, knowledge, understanding, values and attitudes that students develop as they achieve the outcomes in K–6. 

Learning across the curriculum areas include cross-curriculum priorities, general capabilities and other important learning for all students. These 13 areas are incorporated in the content of each syllabus and identified by icons. Teachers may identify additional opportunities for students to learn about these areas.  

There is a hyperlinked subject-specific glossary for the Science K–10 (incorporating Science and Technology K–6) Syllabus.

Kindergarten – Year 6

SIMILARITIES

Students will continue to:

  • develop a sense of wonder and expand their natural curiosity about the world around them through their understanding of, interest in and enthusiasm for science and technology
  • develop competence and creativity in using the processes of Working Scientifically and Working Technologically in a range of hands-on scientific investigations and design projects
  • use the skills and processes of Working Scientifically and Working Technologically to develop their knowledge and understanding about the Natural Environment and the Made Environment
  • develop their science skills, knowledge and understanding through a range of contextualised learning experiences selected by teachers on the basis of relevance to students’ learning needs, interests and experiences.

DIFFERENCES

  • The continuum of skills, knowledge and understanding from Science and Technology K–6 to Science Years 7–10 and Technology (Mandatory) in Years 7 and 8 has been strengthened.
  • The Material World substrand includes outcomes related to the Natural Environment and the Made Environment.
  • The outcomes and content integrate understanding about the development, uses and influence of science and technology on students' lives now and into the future.
  • The skills, knowledge and understanding content provides specific guidance about the scope of student learning and how the outcomes can be interpreted. 

View the Science and Technology organisation of content diagram.

Years 7–10

SIMILARITIES

Students will continue to:

  • develop science skills, knowledge and understanding through learning experiences set in contexts that are relevant to students’ learning needs and interests
  • explore scientific concepts through integration of content across the skills, knowledge and understanding strands
  • develop skills in and understanding of the processes of Working Scientifically
  • undertake practical experiences for a minimum of 50% of the allocated course time
  • undertake at least one substantial student research project in each of Stage 4 and Stage 5
  • develop knowledge and understanding about the nature, development, use and influence of science and scientific concepts, ideas and principles related to the Physical World, Earth and Space, the Living World and the Chemical World.

DIFFERENCES

  • The structure of the syllabus has been simplified. The previous syllabus elements 'Prescribed Focus Areas' (PFAs) and 'Domain' have been replaced by the strands 'Skills' and 'Knowledge and Understanding'.
  • The skills content is specific for each stage.
  • The emphasis on using science inquiry to develop science knowledge and understanding has been strengthened by increased emphasis on the process of questioning and predicting.
  • Students select and use technologies in applying the processes of Working Scientifically. They have increased opportunities to learn about emerging technologies. 
  • The knowledge and understanding strand in each stage integrates content that describes the nature, development, uses and influences of science with relevant science concepts, ideas and principles.
View the Science organisation of content diagram.

 

Diversity of Learners

The Science K–10 (incorporating Science and Technology K–6) Syllabus is inclusive of the learning needs of all students. Particular advice about supporting students with special education needs, gifted and talented students and students learning English as an additional language or dialect is included in the syllabus.

Students with special education needs can access the Science K–10 (incorporating Science and Technology K–6) Syllabus outcomes and content in a range of ways, including:

  • under regular course arrangements
  • with adjustments to teaching, learning and/or assessment experiences.

Years 7–10

For some students with special education needs, particularly those with an intellectual disability, Life Skills outcomes and content can provide a relevant and meaningful program. Related Life Skills outcomes are included within the Stage 4 and Stage 5 content.

For more information about teaching Life Skills in Years 7–10 Science, refer to Years 7–10 Life Skills advice.

Board of Studies Support 

Many existing resources will continue to be useful and relevant. Current units can be modified to meet the requirements of the new syllabus, and some existing units will form the basis of effective programs.

Online, the Science K–10 (incorporating Science and Technology K–6) Syllabus can be viewed by stage, outcomes and content.

The Board of Studies has developed a range of resources to support implementation of the new Science K–10 (incorporating Science and Technology K–6) Syllabus: