Science and Technology K–6 St Mary’s and St Patrick’s October 2012 NSW Syllabus for the Australian Curriculum Science and Technology K–6 St Mary’s and St Patrick’s October 2012 The curriculum is online. http://draftsyllabuses.bos.nsw.edu.au/

The syllabus documents for New South Wales Organised in Stages Outcomes based General capabilities and cross curriculum priorities Stage statements summarise expected learning as a result of achieving outcomes

The Rationale: a great place to start The rationale explains the place and purpose of Science and how it contributes to the achievement of the broad learning outcomes of the K-10 Curriculum Framework

Task: Working with your “close partner” highlight words and phrases that identify the key terms in the Rationale that indicate the knowledge and understanding and skills that will be integral in the successful implementation of the K-6 Science and Technology syllabus. Sort them and record in the table provided. Handout 1&2

Something to think about as we progress through today: actively engage with real world situations posing questions, testing ideas, developing and evaluating arguments based on evidence Scientific inquiry sustainable futures. Sense of wonder and curiosity natural and made world questioning and seeking solutions to problems real problems and creating ideas and solutions in response to needs creatively and competently locally, nationally and globally understanding of the relationships between science and technology actively engaging in the processes of Working Scientifically and Working Technologically These are some of the key words we came up with. Note what words are repeated (creative, critical thinking, active, real, authentic). Ask people to think about how does this relate to the CLF, what pedagogies that will support this? How will this change your practice? informed attitudes based on evidence and reason to think and act critically and creatively Something to think about as we progress through today: How does this link to CLF? What pedagogy will be needed to support this ? How will this change your practice?

The aim of the Science and Technology K–6 Syllabus is to:   • foster students’ sense of wonder and expand their natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology • develop students’ competence and creativity in applying the processes of Working Scientifically and Working Technologically to appreciate and understand the Natural Environment and Made Environment • enhance students’ confidence in making evidence-based decisions about the influences of science and technology in their lives • enable students to confidently respond to needs and opportunities when designing solutions relevant to science and technology in their lives. What are the key words ? How does this link to the rationale ?

Objectives The objectives provide specific statements of the intention of the syllabus. They act as organisers for the intended outcomes and describe in broad terms the knowledge and understanding, skills and values to be developed.   VALUES AND ATTITUDES 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 the future. Handout 3-

SKILLS, KNOWLEDGE AND UNDERSTANDING Students: • develop knowledge, understanding of and skills in applying the processes of Working Scientifically • develop knowledge, understanding of and skills in applying the processes of Working Technologically  • develop knowledge of the Natural Environment through understanding about the Physical World, Earth and Space, and Living World • develop knowledge and understanding of the Natural Environment and the Made Environment through the Material World • develop knowledge and understanding of the Made Environment through Built Environments, Information and Products.   The substrand Material World is common to both the Natural Environment and the Made Environment strands. It provides a foundation for the Chemical World in Science Years 7–10 and the study of materials in Technology (Mandatory) in Years 7–8. Hand out 3 to show Objectives

Organisation of Content Refer to handout: refer to hand out (4) Content Venn diagram. Content Strands include Skills and Knowledge and Understanding. NB :ES1 only work on the NE and ME in the Knowledge and Understanding Content Strands. For Years 1-6 these are strands are represented in more specific sub-strands.

They are derived from the objectives of the syllabus. Outcomes: Syllabus 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, by the end of a stage. They are derived from the objectives of the syllabus. Values and attitudes outcomes have been developed for the stages of learning. Refer to previous slide. All outcomes are built from the objectives outlined in the previous slide

ST2 7 NE Decoding Outcomes Strand Science and Technology Stage Outcome Number (sequential) VA: 1-3,WS: 4, WT:5, NE:6-11, NM:12-13 ME: 9-16 Strand Natural Environment Outcomes within a strand are numbered sequentially. For Example there are; Values and attitudes– 3 outcomes ALL NUMBERED 1-3 Working Scientifically – One outcome - Numbered 4 Working technologically – One outcome NUMBERED 5 Ask how many outcomes in NE, NM & ME. As yet sub strands eg. PW not encoded in outcomes.

VA= Values and attitudes eg. Ste-1VA, ST1-2Va, ST2-3VA How we see the Outcomes VA= Values and attitudes eg. Ste-1VA, ST1-2Va, ST2-3VA WS=Working Scientifically eg. ST2-4WS WT= Working Technologically eg. ST3-5WT NE= Natural Environment eg ST1-6NE, ST3-11NE NM = Natural and the made Environment through the Material World eg ST2-13NM ME = Made Environment eg. STe-10ME, ST3-16ME . ES1 have less in each section than the other Stages.

STAGE STATEMENTS 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 each stage of learning. PRIOR-TO-SCHOOL LEARNING is also acknowledged as part of the learning cntinuum. Handout 5.

Organisation of Content Refer to handout: Handout 6; WS and WT = Skills Content Strands : WS..focus on skills and Processes of Scientific Inquiry and WT focus on skills and processes of technological problem solving . Knowledge and Understanding Content strands: NE and ME ( ES1 Only these ) Substrands 1-6 Content Strands include Skills and Knowledge and Understanding. NB :ES1 only work on the NE and ME in the Knowledge and Understanding Content Strands. For Years 1-6 these are strands are represented in more specific sub-strands.

What do we mean by content? More than just knowledge and understanding? Content specifies the expected learning for students as they work to achieve the outcomes, and describes the subject matter that is to be studied. Syllabus content reflects a balance between the acquisition of knowledge and the specific processes of learning in Science and Technology so that students are encouraged to engage in, take responsibility for, and continue their own learning. The knowledge, understanding and skills described provide a sound basis for students to successfully move to the next stage of learning. Teachers will make decisions about the sequence of learning and the emphasis to be given to particular content, based on the needs of their students.

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 Content and programming

• 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 values and attitudes objectives and outcomes through the relevant skills, knowledge and understanding content for each stage.

Learning Across the Curriculum The Board of Studies has identified important learning for all students that can be delivered across the syllabuses. These areas (13 in total) will be embedded in the descriptions of content. They will address issues, perspectives and policies that will assist students to achieve the broad learning outcomes defined in the Board of Studies K–10 Curriculum Framework. These areas take account of the general capabilities and cross-curriculum priorities in the Australian curriculum. Hand out available to view in more detail.

Learning Across the Curriculum Cross Curriculum Priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability Embedded in all learning areas Assist to develop an understanding about and address contemporary issues Have a strong presence CCP keep the curriculum relevant to the lives of students and address the contemporary issues they face

Learning Across the Curriculum General Capabilities The aim of the General capabilities is to assist students to work successfully in the 21st century They are identified by icons in the content GCs play a significant role in realising the goals set out in the Melbourne declaration on Educational Goals that students be supported to become successful learners. Confident and creative individuals and active informed citizens.

So…How does this all fit together ?? The syllabus outlines the outcomes and content ( Skills and Knowledge and Understanding ) for each Stage. An example for Skill content and for Knowledge and Understanding content have been given to show how this will be set out in the syllabus Handout 7 –Knowledge and Understanding for ,8 Working Scientifically Skills - ,

Task : Identify key words in the handout provided. Question: Background information is also given for WS and WT for each Stage. This gives a sequence of learning and development of skills in scientific and design processes. Task : Identify key words in the handout provided. Question: How will these words influence the learning and teaching that should take place? Handout showing Background info sequence =-9 & 10 – Skills progressions

About now everyone is usually feeling something like this; But; Help is on its way!

Next year both St Mary’s and St Patrick’s will be trialling Primary Connections. Primary Connections is an award winning Science Program, written by the Australian Academy of Science that; Aligns with the Australian Curriculum, including cross curriculum priorities and general capabilities. Develops critical and creative thinking Is inquiry based (The 5E Model – Engage, Explore, Explain, Elaborate and Evaluate ). Features explicit problem solving Integrates multimodal literacy. Includes formative and diagnostic assessment Uses Cooperative and collaborative learning methodology

The resources are at the back for you to have a look at The resources are at the back for you to have a look at. Please don’t take them, they belong to St Mary’s.

So I hope your engaged and ready to explore. If you need more explained or elaborated please go to; http://draftsyllabuses.bos.nsw.edu.au/ (Interactive online version of the Curriculum) Or http://science.org.au/primaryconnections/ Thankyou PS: Please fill in the evaluation form