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NSW Syllabuses

Outcomes

Table of Objectives and Outcomes

View the outcomes in an interactive table linked to content. 

Kindergarten to Year 6 (Early Stage 1 - Stage 3)

Values and attitudes

Values and attitudes outcomes have been developed for the stages of learning.

Objectives
Students:

  • develop interest and positive, informed values and attitudes towards science and technology
  • recognise the importance and relevance of science and technology in their lives now and for their future

Early Stage 1 – Stage 3 outcomes

A student:

STe-1VA, ST1-1VA, ST2-1VA, ST3-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

STe-2VA, ST1-2VA, ST2-2VA, ST3-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

STe-3VA, ST1-3VA, ST2-3VA, ST3-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason

Skills

Objective
Students:

  • develop knowledge, understanding of and skills in applying the processes of Working Scientifically

Early Stage 1 outcome
A student:

Stage 1 outcome
A student:

Stage 2 outcome
A student:

Stage 3 outcome
A student:

STe-4WS explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas

ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know

ST2-4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken

ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations

Objective
Students:

  • develop knowledge, understanding of and skills in applying the processes of Working Technologically

Early Stage 1 outcome
A student:

Stage 1 outcome
A student:

Stage 2 outcome
A student:

Stage 3 outcome
A student:

STe-5WT uses a simple design process to produce solutions with identified purposes

ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

ST2-5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

Knowledge and understanding

Objective
Students:

  • develop knowledge of the Natural Environment through understanding about the Physical World, Earth and Space, and Living World

Early Stage 1 outcomes
A student:

Stage 1 outcomes
A student:

Stage 2 outcomes
A student:

Stage 3 outcomes
A student:

STe-6NE identifies that the way objects move depends on a variety of factors

ST1-6PW describes some sources of light and sound that they sense in their daily lives

ST2-6PW identifies ways heat is produced and that heat moves from one object to another

ST3-6PW describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use

ST1-7PW describes effects of pushes and pulls on objects they encounter

ST2-7PW describes everyday interactions between objects that result from contact and non-contact forces

ST3-7PW uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives

STe-7NE observes, using their senses, how daily and seasonal changes in the environment affect them and other living things

ST1-8ES describes some observable changes that occur in the sky and landscape

ST2-8ES describes some observable changes over time on the Earth’s surface that result from natural processes and human activity

ST3-8ES describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system

ST1-9ES identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources

ST2-9ES describes how relationships between the sun and the Earth cause regular changes

ST3-9ES explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and scientific understanding

STe-8NE identifies the basic needs of living things

ST1-10LW describes external features, changes in and growth of living things

ST2-10LW describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features

ST3-10LW describes how structural features and other adaptations of living things help them to survive in their environment

ST1-11LW describes ways that different places in the environment provide for the needs of living things

ST2-11LW describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things

ST3-11LW describes some physical conditions of the environment and how these affect the growth and survival of living things

 

Objective
Students:

  • develop knowledge and understanding of the Natural Environment and the Made Environment through the Material World

Early Stage 1 outcome
A student:

Stage 1 outcomes
A student:

Stage 2 outcomes
A student:

Stage 3 outcomes
A student:

STe-9ME identifies that objects are made of materials that have observable properties

ST1-12MW identifies ways that everyday materials can be physically changed and combined for a particular purpose

ST2-12MW identifies that adding or removing heat causes a change of state between solids and liquids

ST3-12MW identifies the observable properties of solids, liquids and gases, and that changes made to materials are reversible or irreversible

ST1-13MW relates the properties of common materials to their use for particular purposes

ST2-13MW identifies the physical properties of natural and processed materials, and how these properties influence their use

ST3-13MW describes how the properties of materials determine their use for specific purposes

 

Objective
Students:

  • develop knowledge and understanding of the Made Environment through Built Environments, Information and Products

Early Stage 1 outcome
A student:

Stage 1 outcomes
A student:

Stage 2 outcomes
A student:

Stage 3 outcomes
A student:

STe-10ME recognises how familiar products, places and spaces are made to suit their purpose

ST1-14BE describes a range of places and spaces in the local environment and how their purposes influence their design

ST2-14BE describes how people interact within built environments and the factors considered in their design and construction

ST3-14BE describes systems in built environments and how social and environmental factors influence their design

ST1-15I describes a range of familiar information sources and technologies and how their purposes influence their design

ST2-15I describes ways that information solutions are designed and produced, and factors to consider when people use and interact with information sources and technologies

ST3-15I describes how social influences impact on the design and use of information and communication systems

ST1-16P describes a range of manufactured products in the local environment and how their different purposes influence their design

ST2-16P describes how products are designed and produced, and the ways people use them

ST3-16P describes systems used to produce or manufacture products, and the social and environmental influences on product design



Years 7–10 (Stage 4 and Stage 5)

Values and attitudes

Values and attitudes outcomes have been developed for the stages of learning.

Objectives
Students:

  • develop an appreciation of the contribution of science to finding solutions to personal, social and global issues relevant to their lives now and in the future
  • develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens

Stage 4 outcomes
A student:

Stage 5 outcomes
A student:

SC4-1VA, SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

SC4-2VA, SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

SC4-3VA, SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations

Skills

Objective
Students:

  • develop knowledge, understanding of and skills in applying the processes of Working Scientifically

Stage 4 outcomes
A student:

Stage 5 outcomes
A student:

SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge

SC5-4WS develops questions or hypotheses to be investigated scientifically

SC4-5WS collaboratively and individually produces a plan to investigate questions and problems

SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively

SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Knowledge and understanding

Objective
Students:

  • develop knowledge of the Physical World, Earth and Space, Living World and Chemical World, and understanding about the nature, development, use and influence of science

Stage 4 outcomes
A student:

Stage 5 outcomes
A student:

SC4-10PW describes the action of unbalanced forces in everyday situations

SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion

SC4-11PW discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations

SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems

SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

SC4-13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management

SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues

SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

SC5-14LW analyses interactions between components and processes within biological systems

SC4-15LW explains how new biological evidence changes people's understanding of the world

SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society

SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence becomes available

SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

SC5-17CW discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials

Years 7–10 Life Skills Outcomes

For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the Stage 4 and Stage 5 outcomes and content are not appropriate. For these students, Life Skills outcomes and content can provide a relevant and meaningful program. Refer to the Introduction for further information about curriculum options for students with special education needs. Years 7–10 Life Skills outcomes and content are in the Life Skills section of the syllabus.