1. Analysing the NSW Science and Technology Syllabus K-6 and PrimaryConnections Syllabus to success

2. Facilitators Ms Sophia McLean Professional Learning Manager Ms Louise Rostron Professional Learning Consultant PrimaryConnections Australian Academy of Science

3. Workshop purpose To understand the NSW Science and Technology Syllabus K-6 To explore ways that PrimaryConnections:linking science with literacy, based on the PC 5Es teaching and learning model, builds teacher confidence and competence and meets the teaching and learning requirements of the NSW Science and Technology Syllabus K-6

4. Workshop outline INTRO:Purpose, outline, outcomes (15 mins) ENGAGE:Tour analogy (45 mins) What is a syllabus document? What does it do/not do? EXPLORE:Explore NSW Science and Technology Syllabus K-6 (90 mins ) EXPLAIN: The Australian Curriculum:Science and (90 mins) PrimaryConnections 5Es model and curriculum units ELABORATE:Design potential “technology activities” aligned to PC units and NSW (55 mins)syllabus EVALUATE:Summarise, reflect, and evaluate (30 mins)How has my thinking changed?

5. Outcomes On completion of this module participants will understand: the organisation of the NSW Science and Technology Syllabus K-6 the language, codes and terminology of the NSW Science and Technology Syllabus K-6 ways to examine the requirements of the syllabus at a particular year level connections between the program PrimaryConnections: linking science with literacy, the Australian Curriculum:Science and the NSW Science and Technology Syllabus K-6 ways that the PrimaryConnections program builds teacher confidence and competence in science and literacy and meets the teaching and learning requirements of the NSW Science and Technology Syllabus K-6 processes to modify units of work to meet the requirements of the NSW Science and Technology Syllabus K-6

6. Group Tour Chart What did we do? What did we learn?

7. ENGAGE

8. Consensogram To what extent does PrimaryConnections meet the teaching and learning requirements of the NSW Science and Technology Curriculum K-6? Answer with a number between 0-100 (10% increments) Place on Consensogram chart.

9. Mind map What is the purpose of a syllabus document? How does it inform teachers?

10. Cumulative list Table groups: Collate your mind map themes into one list Each person has five votes to be used in any combination Multi-vote which themes are the most important to teachers Contribute main themes to the whole group chart

11. Diversity (p7-10) Learning across Curriculum (p34-37) Assessment and reporting (p96-97) Rationale/purpose (p14) Values and attitudes (p17) Content and outcomes – what students are required to know and do (p30 onwards) Mind map themes

12. Venn Diagram Focus questions: What was the problem to be solved? What is technology? How did the development of the technology advance science understanding? How did the science understanding lead to improvements in the technology?

13. What is technology? Method of vaccine delivery is the problem because: Uses Needles Vaccines need refrigeration (short shelf-life), hard to distribute worldwide Application into muscles results in a slow rate of action How has this problem improved with technology? Nano-patch delivery is painless, easy, self-administered, avoid needle stick injuries No refrigeration required (longer shelf-life), easy to distribute worldwide Application into skin has a faster rate of action

14. …more to the technology story of vaccination (delivery mechanisms and the vaccines) Jenner 1796 smallpoxSmallpox pustule gauge 1870-1930 Bifurcated needle 1970s Syringe and vaccine 2013 Nanopatch 2013 Syringe 1930s

15. Science & Technology The study of Science and Technology provides opportunities for students to: think and act critically and creatively develop informed attitudes based on evidence and reasoning participate responsibly in developing innovative working solutions and ideas in response to opportunities and questions relevant to personal, social and environmental issues in their lives begin to develop the capabilities needed to become more scientifically and technologically literate students (NSW Science and Technology Syllabus K-6 p14)

16. Scientific and technological literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them and consider problems to be solved to engage in the discourses of and about science and technology to be sceptical and questioning of claims made by others about scientific and technological matters to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions to make informed decisions about the environment, the use of technology and their own health and well-being. Scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning McLean, S. and Rostron. S (2014). PrimaryConnections NSW syllabus to success. of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

17. EXPLORE

18. A syllabus document… Organises information to Help teachers Make meaning of the contents and translate to effective teaching and learning OHM: In science a unit to measure electrical resistance Our goal today is to reduce the resistance of teachers to using the syllabus.

19. Where did I come from?.... …..the birth….. Australian Curriculum: Science (ACARA) NSW Science and Technology K-6 (BOS) So: The NSW Syllabus for the Australian curriculum Science and Technology….…………………………………………… is a version of the Australian Curriculum: Science

20. Concept map Create a concept map that links the terms found on the terminology cards: For example: Working Scientifically is one of the skills in the Skills Strand

21. Organisation of Content K-6

22. Context Question or Problem Linking Science & Technology Science Hands-on scientific investigations. Draws on: - tools - processes developed by technology. Technology Hands-on design projects. Uses: - concepts/principles - processes developed by science.

23. Syllabus outcomes Turn to page 63: A student: describes some observable changes over time on the Earth’s surface that result from natural processes and human activity ST2-8ES describes how relationships between the sun and the Earth cause regular changes ST2-9ES

24. De-coding an Outcome: ST2-8ES Outcome: ST or VA Stage: 2 Outcome Number: 8 (where do I find this?) Sub-strand: ES (Earth Space) So ST= Science and Technology 2=Stage 2 8=Outcome number ES=Earth and Space (Knowledge and Understanding sub-strand)

25. Outcomes Numbers Tables page 17-21 show the Outcomes Numbers for all Stage groups The first 3 Outcomes are always the Values and Attitudes outcomes (VA) Early Stage 1 has a total 10 Outcomes Stages1-3 have a total of 16 Outcomes

26. 26 26 Australian Curriculum:Science Three interrelated strands: Science Understanding (SU) Science Inquiry Skills (SIS) Science as a Human Endeavour (SHE) Presented as “content” with “elaborations” for each year level An achievement standard for each year is also presented

27. 27 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands: Biological Sciences Chemical Sciences Physical Sciences Earth and Space Sciences

28. 28 Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science Australian Curriculum:Science

29. 29 Australian Curriculum:Science Science Inquiry Skills Strand includes: Identifying and posing questions Planning, conducting and reflecting on investigations Processing, analysing and interpreting evidence Communicating findings Evaluating claims Investigating ideas Solving problems Drawing valid conclusions Developing evidence-based arguments

30. 30 Australian Curriculum:Science General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability (self management, teamwork) Intercultural understanding. Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

31. Australian Curriculum: Science content Page 63 Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

32. NSW from AC Science concept: Page 63 A student describes some observable changes over time on the Earth’s surface that result from natural processes and human activity ST2-8ES Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

33. NSW from AC Science concept: Page 63 A student describes how relationships between the sun and the Earth cause regular changes ST2-9ES Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

34. Coding All PC units use these codes which you can cross-reference to the syllabus

35. What is inconsistent? It is the Technology-related components of the Syllabus that don’t have explicit equivalent statements in the Australian Curriculum YET!!! Included are: Working Technologically Built Environments (Material World is covered by some Science content) Information Products

36. “Old” to “New” What is similar: Objectives and Outcomes Content organised in Stages from Early Stage 1 to Stage 3 in the primary years Teaching time – 1.5 - 2.5hrs per week

37. “Old” to “New” What is different: Foundation statements are replaced by Stage Statements that summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes A subject specific glossary is included in each syllabus Learning across the curriculum areas include cross- curriculum priorities, general capabilities and other learning. 13 areas identified by icons.

38. EXPLAIN

39. Prioritiser RequirementsImportance (1-10) Current Performance (1-10) Gap (+ or -) Opportunity For Improvement PC Performance (1-10) Equipment and resources 102-8Need a budget for equipment Unlimited time Equipment ready Explicit units Group work assistance Prep time Unlimited funds Science room PL time

40. What is PrimaryConnections? Professional learning program linking science with literacy supported by quality curriculum resources

41. Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning program supported with quality curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

42. Purpose: Increase the quality and quantity of science teaching and learning in primary schools Vision: Engaged students Confident and competent teachers of science PrimaryConnections

43. Curriculum Units StageYearBiological sciencesChemical sciences Earth and space sciences Physical sciences Curriculum focus: awareness of self and the local world ES1F Staying aliveWhat’s it made of?Weather in my worldOn the move 11 Schoolyard safariSpot the difference Up, down and all around Look! Listen! (replaces Sounds sensational) 2 Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 23 Feathers, fur or leavesMelting moments Night and day (replaces Spinning in space) Heating up 4 Plants in ActionMaterial world Beneath our feetSmooth moves Friends or foesPackage it better 35 Desert survivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro-organisms Change detectivesEarthquake explorers It’s electrifying Essential energy

44. 44 Colours of units: Biological Sciences Chemical Sciences Physical Sciences Earth and Space Sciences

45. Physical World (PW) – blue units Earth and Space (ES) – red units Living World (LW) – green units Material World (MW) – yellow units Working Scientifically (WS) – in all units Syllabus organisation-Content

46. Coding All units use these codes which you can cross-reference to the syllabus

47. In summary, PrimaryConnections links science with literacy is based on the 5Es teaching and learning model uses an inquiry-based investigative approach uses collaborative learning strategies embeds the assessment processes in the teaching and learning model provides exemplary curriculum units and other resources All of these contribute to students’ developing scientific literacy. PrimaryConnections

48. PrimaryConnections 5Es teaching and learning model PHASEFOCUS ENGAGE Engage students and elicit prior knowledge Diagnostic assessment EXPLORE Provide hands-on experience of the phenomenon Formative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the science inquiry skills EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the science understanding

49. ELABORATE

50. Working technologically (how) Unit: Push-pull (Year 2, Stage 1) Science activity from Push-pull Explore Lesson 4 has students explore what sinks and what floats. Technology activity from Push-pull Explore Lesson 4 has students design different shaped objects and explore which objects sink and which float. Technology Outcome: ST1-5WT: Students use a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants. To meet the outcome students would need to use a structured design process during the lesson to respond to the problem of finding a shape that will float.

51. Built environment (what) Unit: Smooth moves (Year 4, Stage 2) Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces. Technology Outcome: ST2-14BE: Students describe how people interact within built environments and the factors considered in their design and construction. To meet the outcome students could observe how people interact on bike paths and describe how its design, including its surface, meets the needs of bike users. They could also describe how the design and construction of a bike path may be modified to better suit the needs of users.

52. Product (what) Unit: Smooth moves (Year 4, Stage 2) Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces. Technology activity from Smooth moves Explore Lesson 3 (in the curriculum links) could have students identify the component parts of a bike and explain how the parts are designed to work together to reduce or increase friction. Technology Outcome: ST2-16P Students describe how products are designed and produced, and the ways people use them. To further meet the outcome students could examine the process used to produce an existing product such as a helmet by creating a flowchart from design to finished product.

53. Link between WT and BE, P, I, MW Students are “working technologically” as they engage with contexts from the sub-strands: Built environments Products Information Material world

54. Design a “technology activity” Jigsaw group divides into two sub-groups. Using the curriculum unit you have been studying: Each sub-group: identifies a science activity chooses a different Technology Outcome linked to the science and designs and summarises an appropriate “technology activity” on the planner to meet the specific outcome chosen. Refer to the NSW Syllabus: Working Technologically Built Environments Information Products Material world (technology parts – no AC codes)

55. EVALUATE

56. Prioritiser RequirementsImportance (1-10) Current Performance (1-10) Gap (+ or -) Opportunity For Improvement PC Performance (1-10) Equipment and resources 102-8Need a budget for equipment Order kits from Abacus 10

57. DOs and DON’Ts DO Teach 4 units each year (1 from each colour) Teach the lessons in the sequence as written Modify the unit based on the literacy outcomes Base decision making on the “Disaster Scale” Check website for updates DON’T Cherry pick from units Try to cover multiple conceptual areas at once Avoid the Chemical and Physical sciences Leave out the literacy processes

58. Stay and stray Discuss answers to the question: How has my thinking changed?

59. Making a difference The PrimaryConnections program: is based on research is well conceptualised uses extensive trialling is collaboratively developed has a national profile Is fully aligned to the Australian Curriculum:Science is involved in ongoing research is providing evidence of significant changes for teachers and students.

60. PrimaryConnections website www.primaryconnections.org.au