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Get ready for the new NSW K–6 curriculum
Scope and sequence guides for the four new NSW syllabuses in 2027: HSIE, Creative Arts, PDHPE and Science and Technology.
Plan your year, term by term
Choose a subject, stage and term to see a suggested scope and sequence guide with ClickView resources that support each content point.
Stage
Terms
Term
Science and Technology — Early Stage 1
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Observations and questions spark curiositySTE-SCI-01STE-PQU-01 | |||
| Content group | Living things have characteristics that help them survive in their environment | Objects are made of materials that have observable properties | Not planned for this Term | Living things and objects move in different ways |
| Content point | Identify the sense organs and describe their functionsHuman SensesTopic | Recognise that properties of materials can be observed using the sensesMaterialsTopicHuman SensesTopic | Observations and questions initiate design and digital solutions is planned for this Term [refer to this focus area] | Observe, describe and categorise the ways in which living things moveMovementTopic |
| Content point | Identify and use tools to aid and extend sensory observationsHuman SensesTopic | Observe and manipulate materials to describe their properties using Tier 2 vocabularyMaterialsTopicAdjectivesTopic | Identify and label the parts of the human body that are used for movementMovementTopicThe Musculoskeletal SystemTopic | |
| Content point | Describe how living things get air, water and energy to survive in their environmentLiving and Non-Living ThingsTopic | Pose questions about materials and describe how they are used in everyday objectsMaterialsTopicAdjectivesTopic | Test how the movement of an object is affected by its shapeMovementTopic | |
| Content point | Recognise that plants produce their own food, and animals need to find their foodLife of PlantsTopic | Bend, twist, crush and stretch objects to show that the properties of materials remain the sameMaterialsTopic | Experiment to observe how an object’s movement is affected by its materialMovementTopic | |
| Content point | Examine flowers, fruit, leaves, roots and stems of plants and describe their purposeLife of PlantsTopic | Explore how Aboriginal and/or Torres Strait Islander Peoples use natural materials for specific purposes based on their properties | Identify objects made by Aboriginal and/or Torres Strait Islander Peoples and describe their movementsMovementTopic | |
| Content point | Examine animal bodies, their body coverings, and how and what they eatAnimals and OrganismsTopic | |||
| Content point | Observe and group animals based on their characteristics and justify the groupingClassificationTopic | |||
| Content point | Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to surviveClassificationTopic | |||
| Content point | Pose questions to compare the characteristics of living things and non-living thingsLiving and Non-Living ThingsTopic | |||
| Content group | Creating written sentences supports understanding of Science and Technology | |||
| Content point | Not planned for this Term | Select adjectives to add precision when describing the properties of materialsAdjectivesTopic | Not planned for this Term | Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement of living things.GrammarTopic |
| Content point | Use subject–verb–object structure to create simple sentences to describe how living things meet their needsGrammarTopicSentencesTopic | |||
| Focus area | Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01 | |||
| Content group | Understanding user needs inspires design and digital solutions | |||
| Content point | Not planned for this Term | Distinguish between user needs and wants and describe how they can lead to design opportunitiesDesign, Production and InnovationTopic | Design and build a simple product that addresses a user need or opportunityProduct DesignTopicDesign Thinking StagesTopic | Not planned for this Term |
| Content point | Identify designed products and how they meet user needsDesign, Production and InnovationTopic | Pose questions to identify the parts of plants and animals used for food and fibre and create a data displayWorking ScientificallyTopicMaterialsTopic | ||
| Content point | Examine designed structures that animals build to help them survive in their environmentAnimals and OrganismsTopicHabitatsTopic | |||
| Content point | Identify and safely use digital devices and apps for a purposeDigital ApplicationsVideo | |||
Term 1
Living things have characteristics that help them survive in their environment
- Identify the sense organs and describe their functionsHuman SensesTopic
- Identify and use tools to aid and extend sensory observationsHuman SensesTopic
- Describe how living things get air, water and energy to survive in their environmentLiving and Non-Living ThingsTopic
- Recognise that plants produce their own food, and animals need to find their foodLife of PlantsTopic
- Examine flowers, fruit, leaves, roots and stems of plants and describe their purposeLife of PlantsTopic
- Examine animal bodies, their body coverings, and how and what they eatAnimals and OrganismsTopic
- Observe and group animals based on their characteristics and justify the groupingClassificationTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to surviveClassificationTopic
- Pose questions to compare the characteristics of living things and non-living thingsLiving and Non-Living ThingsTopic
Creating written sentences supports understanding of Science and Technology
- Not planned for this Term
Understanding user needs inspires design and digital solutions
- Not planned for this Term
Term 2
Objects are made of materials that have observable properties
- Recognise that properties of materials can be observed using the sensesMaterialsTopicHuman SensesTopic
- Observe and manipulate materials to describe their properties using Tier 2 vocabularyMaterialsTopicAdjectivesTopic
- Pose questions about materials and describe how they are used in everyday objectsMaterialsTopicAdjectivesTopic
- Bend, twist, crush and stretch objects to show that the properties of materials remain the sameMaterialsTopic
- Explore how Aboriginal and/or Torres Strait Islander Peoples use natural materials for specific purposes based on their properties
Creating written sentences supports understanding of Science and Technology
- Select adjectives to add precision when describing the properties of materialsAdjectivesTopic
Understanding user needs inspires design and digital solutions
- Distinguish between user needs and wants and describe how they can lead to design opportunitiesDesign, Production and InnovationTopic
- Identify designed products and how they meet user needsDesign, Production and InnovationTopic
Term 3
Not planned for this Term
- Observations and questions initiate design and digital solutions is planned for this Term [refer to this focus area]
Creating written sentences supports understanding of Science and Technology
- Not planned for this Term
Understanding user needs inspires design and digital solutions
- Design and build a simple product that addresses a user need or opportunityProduct DesignTopicDesign Thinking StagesTopic
- Pose questions to identify the parts of plants and animals used for food and fibre and create a data displayWorking ScientificallyTopicMaterialsTopic
- Examine designed structures that animals build to help them survive in their environmentAnimals and OrganismsTopicHabitatsTopic
- Identify and safely use digital devices and apps for a purposeDigital ApplicationsVideo
Term 4
Living things and objects move in different ways
- Observe, describe and categorise the ways in which living things moveMovementTopic
- Identify and label the parts of the human body that are used for movementMovementTopicThe Musculoskeletal SystemTopic
- Test how the movement of an object is affected by its shapeMovementTopic
- Experiment to observe how an object’s movement is affected by its materialMovementTopic
- Identify objects made by Aboriginal and/or Torres Strait Islander Peoples and describe their movementsMovementTopic
Creating written sentences supports understanding of Science and Technology
- Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement of living things.GrammarTopic
- Use subject–verb–object structure to create simple sentences to describe how living things meet their needsGrammarTopicSentencesTopic
Understanding user needs inspires design and digital solutions
- Not planned for this Term
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01 | |||
| Content group | Living things change over time | Not planned for this Term | Planet Earth is our home | The human body’s sense organs detect its environment |
| Content point | Recognise that data can be collected through observation, testing and research, and that it can be represented as descriptions, diagrams, graphs, images and tablesRepresenting and Handling DataTopicIntroduction to GraphsSeries | Design and digital solutions are created through knowledge and understanding is planned for this Term [refer to this focus area] | Observe and record daily weather to identify changes and patternsWeatherTopic | Recognise that the human brain detects information about the surroundings using sense organs, and that it controls and coordinates body functionsHuman SensesTopic |
| Content point | Collect data about the variety of living things in a local habitat, group them and justify the groupingsRepresenting and Handling DataTopic | Investigate how seasonal patterns influence the behaviour and appearance of living thingsSeasonsTopic | Observe and describe the function and parts of the eye and the earHuman SensesTopic | |
| Content point | Describe the changes in a plant as it grows using data and scientific modelsLife of PlantsTopicPlant Life CyclesTopic | Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples use seasonal indicatorsSeasonsTopic | Investigate how taste and smell provide information about the environmentHuman SensesTopic | |
| Content point | Describe the changes in an animal as it goes through its life cycle using data and scientific modelsAnimal Life CyclesTopic | Observe and identify rocks in natural formations and those used in built structuresRocks and MineralsTopic | Pose questions, test and describe textures to investigate the sense of touchHuman SensesTopicWorking ScientificallyTopic | |
| Content point | Describe how Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the life cycles of livings thingsFirst Nations DreamingTopic | Manipulate different rocks and describe their texture, colour and grain or crystal sizeRocks and MineralsTopic | ||
| Content point | Examine the evidence for extinct animalsExtinctionTopicDinosaursTopic | |||
| Content group | Creating written texts supports understanding of Science and Technology | |||
| Content point | Use nouns, noun groups and verbs to create notes, annotations and labels to document observations [repeated]VerbsTopicNounsTopic | Not planned for this Term | Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]SentencesTopic | Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic |
| Content point | Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic | |||
| Focus area | Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01 | |||
| Content group | A design process is used to define user needs and create solutions | |||
| Content point | Not planned for this Term | Recognise that a design process breaks large projects into manageable, logical stepsDesign, Production and InnovationTopic | Not planned for this Term | Not planned for this Term |
| Content point | Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Materials in DesignTopicMaterialsTopic | |||
| Content point | Apply one or more steps of a design process to make a productDesign, Production and InnovationTopic | |||
| Content point | Describe how food and fibre can be designed and produced to address user needsFood Preparation and CookingTopicTextilesTopic | |||
| Content point | Describe how products, including digital systems, can affect people’s livesDigital TechnologiesTopic | |||
| Content group | Digital systems use inputs and algorithms to produce an output | |||
| Content point | Identify digital systems that can be used to collect personal data and how to protect personal information [each year]Cyber Security AwarenessTopic | Not planned for this Term | Not planned for this Term | Describe how digital systems are used in everyday life and for learning |
| Content point | Create a sequential algorithm that controls a digital device [each year]Coding and ProgrammingTopic | |||
| Content point | Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules [each year]Digital Media and CommunicationTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01 | |||
| Content group | Light and sound interact with materials in different ways | Light and sound interact with materials in different ways | The sky is our window to the Universe | Forces can change the way objects move |
| Content point | Recognise that light and sound can travel through air, water and some solids and are affected by those materialsLightTopicSoundTopic | Recognise that light and sound can travel through air, water and some solids and are affected by those materialsLightTopicSoundTopic | Describe the visible features of the sky at night and in the dayDay and NightTopic | Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shapeTypes of ForcesTopic |
| Content point | Recognise that sound is created and carried by vibrationsSoundTopic | Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materialsWorking ScientificallyTopicLightTopic | Recognise that the Sun provides Earth with light energy and the Moon reflects light energy from the SunThe Sun and MoonTopic | Pose questions and test the effects of forces on an object's movementWorking ScientificallyTopicTypes of ForcesTopic |
| Content point | Observe how Aboriginal and/or Torres Strait Islander Peoples use a range of materials and actions to create sound for specific purposesHow to Play the DidgeridooVideoFirst Nations Science and TechnologyTopic | Describe how translucent, transparent, opaque and reflective materials interact with lightLightTopic | Recognise that the Sun rises in the east and sets in the westDay and NightTopic | Investigate how applied forces change the movement of traditional toys and tools used by Aboriginal and/or Torres Strait Islander PeoplesFirst Nations Games and ToysVideo |
| Content point | Test how different materials and actions affect the volume and pitch of soundHuman SensesTopicWorking ScientificallyTopic | Model how the rotation of the Earth around its axis causes a repeating pattern of day and nightEarthTopic | Test how frictional forces affect moving objectsFrictionTopic | |
| Content point | Record changes in shadow length at different times of the day to mark the passage of timeLightTopic | Test how the force of magnetism affects objectsMagnetsTopic | ||
| Content point | Observe the Moon over a lunar cycle and describe its change in appearance using Tier 2 and Tier 3 vocabularyMoonTopic | |||
| Content point | Describe Aboriginal and/or Torres Strait Islander Peoples’ connections to Sky CountryFirst Nations Connection to Country and PlaceTopic | |||
| Content point | Examine cultural representations of the Sun, Moon and starsFirst Nations Connection to Country and PlaceTopic | |||
| Content group | Creating written texts supports understanding of Science and Technology | |||
| Content point | Not planned for this Term | Use nouns, noun groups and verbs to create notes, annotations and labels to document observations [repeated]VerbsTopicNounsTopic | Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]SentencesTopic | Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic |
| Focus area | Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01 | |||
| Content group | A design process is used to define user needs and create solutions | |||
| Content point | Apply one or more steps of a design process to make a productDesign, Production and InnovationTopicDesign Thinking StagesTopic | Apply one or more steps of a design process to make a productDesign, Production and InnovationTopicDesign Thinking StagesTopic | Not planned for this Term | Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Product DesignTopicDesign Thinking StagesTopic |
| Content point | Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesIndigenous Food PracticesTopic | Describe how products, including digital systems, can affect people’s livesDigital TechnologiesTopic | Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesFirst Nations ArtTopicFirst Nations Science and TechnologyTopic | |
| Content group | Digital systems use inputs and algorithms to produce an output | |||
| Content point | Identify digital systems that can be used to collect personal data and how to protect personal information [each year]Coding and ProgrammingTopic | Not planned for this Term | Not planned for this Term | Create a sequential algorithm that controls a digital device [each year]Coding and ProgrammingTopic |
| Content point | Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules [each year]Computer ScienceTopic | |||
Term 1
Living things change over time
- Recognise that data can be collected through observation, testing and research, and that it can be represented as descriptions, diagrams, graphs, images and tablesRepresenting and Handling DataTopicIntroduction to GraphsSeries
- Collect data about the variety of living things in a local habitat, group them and justify the groupingsRepresenting and Handling DataTopic
- Describe the changes in a plant as it grows using data and scientific modelsLife of PlantsTopicPlant Life CyclesTopic
- Describe the changes in an animal as it goes through its life cycle using data and scientific modelsAnimal Life CyclesTopic
- Describe how Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the life cycles of livings thingsFirst Nations DreamingTopic
- Examine the evidence for extinct animalsExtinctionTopicDinosaursTopic
Creating written texts supports understanding of Science and Technology
- Use nouns, noun groups and verbs to create notes, annotations and labels to document observations [repeated]VerbsTopicNounsTopic
A design process is used to define user needs and create solutions
- Not planned for this Term
Digital systems use inputs and algorithms to produce an output
- Identify digital systems that can be used to collect personal data and how to protect personal information [each year]Cyber Security AwarenessTopic
- Create a sequential algorithm that controls a digital device [each year]Coding and ProgrammingTopic
- Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules [each year]Digital Media and CommunicationTopic
Term 2
Not planned for this Term
- Design and digital solutions are created through knowledge and understanding is planned for this Term [refer to this focus area]
Creating written texts supports understanding of Science and Technology
- Not planned for this Term
A design process is used to define user needs and create solutions
- Recognise that a design process breaks large projects into manageable, logical stepsDesign, Production and InnovationTopic
- Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Materials in DesignTopicMaterialsTopic
- Apply one or more steps of a design process to make a productDesign, Production and InnovationTopic
- Describe how food and fibre can be designed and produced to address user needsFood Preparation and CookingTopicTextilesTopic
- Describe how products, including digital systems, can affect people’s livesDigital TechnologiesTopic
Digital systems use inputs and algorithms to produce an output
- Not planned for this Term
Term 3
Planet Earth is our home
- Observe and record daily weather to identify changes and patternsWeatherTopic
- Investigate how seasonal patterns influence the behaviour and appearance of living thingsSeasonsTopic
- Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples use seasonal indicatorsSeasonsTopic
- Observe and identify rocks in natural formations and those used in built structuresRocks and MineralsTopic
- Manipulate different rocks and describe their texture, colour and grain or crystal sizeRocks and MineralsTopic
Creating written texts supports understanding of Science and Technology
- Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]SentencesTopic
- Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic
A design process is used to define user needs and create solutions
- Not planned for this Term
Digital systems use inputs and algorithms to produce an output
- Not planned for this Term
Term 4
The human body’s sense organs detect its environment
- Recognise that the human brain detects information about the surroundings using sense organs, and that it controls and coordinates body functionsHuman SensesTopic
- Observe and describe the function and parts of the eye and the earHuman SensesTopic
- Investigate how taste and smell provide information about the environmentHuman SensesTopic
- Pose questions, test and describe textures to investigate the sense of touchHuman SensesTopicWorking ScientificallyTopic
Creating written texts supports understanding of Science and Technology
- Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic
A design process is used to define user needs and create solutions
- Not planned for this Term
Digital systems use inputs and algorithms to produce an output
- Describe how digital systems are used in everyday life and for learning
Term 5
Light and sound interact with materials in different ways
- Recognise that light and sound can travel through air, water and some solids and are affected by those materialsLightTopicSoundTopic
- Recognise that sound is created and carried by vibrationsSoundTopic
- Observe how Aboriginal and/or Torres Strait Islander Peoples use a range of materials and actions to create sound for specific purposesHow to Play the DidgeridooVideoFirst Nations Science and TechnologyTopic
- Test how different materials and actions affect the volume and pitch of soundHuman SensesTopicWorking ScientificallyTopic
Creating written texts supports understanding of Science and Technology
- Not planned for this Term
A design process is used to define user needs and create solutions
- Apply one or more steps of a design process to make a productDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesIndigenous Food PracticesTopic
Digital systems use inputs and algorithms to produce an output
- Identify digital systems that can be used to collect personal data and how to protect personal information [each year]Coding and ProgrammingTopic
- Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules [each year]Computer ScienceTopic
Term 6
Light and sound interact with materials in different ways
- Recognise that light and sound can travel through air, water and some solids and are affected by those materialsLightTopicSoundTopic
- Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materialsWorking ScientificallyTopicLightTopic
- Describe how translucent, transparent, opaque and reflective materials interact with lightLightTopic
Creating written texts supports understanding of Science and Technology
- Use nouns, noun groups and verbs to create notes, annotations and labels to document observations [repeated]VerbsTopicNounsTopic
A design process is used to define user needs and create solutions
- Apply one or more steps of a design process to make a productDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Describe how products, including digital systems, can affect people’s livesDigital TechnologiesTopic
Digital systems use inputs and algorithms to produce an output
- Not planned for this Term
Term 7
The sky is our window to the Universe
- Describe the visible features of the sky at night and in the dayDay and NightTopic
- Recognise that the Sun provides Earth with light energy and the Moon reflects light energy from the SunThe Sun and MoonTopic
- Recognise that the Sun rises in the east and sets in the westDay and NightTopic
- Model how the rotation of the Earth around its axis causes a repeating pattern of day and nightEarthTopic
- Record changes in shadow length at different times of the day to mark the passage of timeLightTopic
- Observe the Moon over a lunar cycle and describe its change in appearance using Tier 2 and Tier 3 vocabularyMoonTopic
- Describe Aboriginal and/or Torres Strait Islander Peoples’ connections to Sky CountryFirst Nations Connection to Country and PlaceTopic
- Examine cultural representations of the Sun, Moon and starsFirst Nations Connection to Country and PlaceTopic
Creating written texts supports understanding of Science and Technology
- Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]SentencesTopic
A design process is used to define user needs and create solutions
- Not planned for this Term
Digital systems use inputs and algorithms to produce an output
- Not planned for this Term
Term 8
Forces can change the way objects move
- Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shapeTypes of ForcesTopic
- Pose questions and test the effects of forces on an object's movementWorking ScientificallyTopicTypes of ForcesTopic
- Investigate how applied forces change the movement of traditional toys and tools used by Aboriginal and/or Torres Strait Islander PeoplesFirst Nations Games and ToysVideo
- Test how frictional forces affect moving objectsFrictionTopic
- Test how the force of magnetism affects objectsMagnetsTopic
Creating written texts supports understanding of Science and Technology
- Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]SentencesTopic
A design process is used to define user needs and create solutions
- Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Product DesignTopicDesign Thinking StagesTopic
- Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesFirst Nations ArtTopicFirst Nations Science and TechnologyTopic
Digital systems use inputs and algorithms to produce an output
- Create a sequential algorithm that controls a digital device [each year]Coding and ProgrammingTopic
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01 | |||
| Content group | Living things depend on energy and materials to survive | Not planned for this Term | Forces shape Earth’s surface | Body systems work together to enable movement |
| Content point | Identify the systems of Earth that make up environments: air – atmosphere, land – lithosphere, water – hydrosphere, living things – biosphereEarthTopic | Content from Design processes and digital systems are used to create solutions is planned for this Term [refer to this focus area] | Investigate Aboriginal Dreaming Stories and Torres Strait Islander Legends about the formation of landscapes and landformsFirst Nations DreamingTopic | Recognise that all animals are either invertebrates with no spine, or vertebrates with a spineClassifying AnimalsTopic |
| Content point | Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphereEarthTopicBiosphereTopicAtmosphereTopic | Explain how the forces produced by wind, water and living things weather rocksErosion and WeatheringTopic | Compare ways invertebrates and vertebrates move on land, in water and in the skyClassifying AnimalsTopicInvertebratesTopic | |
| Content point | Describe the relationship between habitat, ecosystem and environmentBiosphereTopic | Research and describe the changes to the landscape caused by earthquakes and volcanoesEarthquakesTopicVolcanoesTopic | Recognise that the human muscular and skeletal systems work together to enable movementThe Musculoskeletal SystemTopic | |
| Content point | Observe and describe living and non-living things in a habitatHabitatsTopic | Research, describe and model the internal structure of EarthEarthTopic | Identify parts of the human skeleton that offer protection and supportThe Musculoskeletal SystemTopic | |
| Content point | Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plantsSoilTopicScience InquiryTopic | Describe and model how forces produced by moving water cause erosionErosion and WeatheringTopic | Model how bones, muscles and joints work together to cause movementThe Musculoskeletal SystemTopic | |
| Content point | Describe how Aboriginal and/or Torres Strait Islander Peoples’ Practices support habitats to surviveFood Chains and WebsTopic | |||
| Content point | Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabularySoilTopic | |||
| Content point | Describe ways in which plants and animals depend on each other for survivalBiosphereTopic | |||
| Content group | Creating written explanations of physical and living systems supports understanding of Science and Technology | |||
| Content point | Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic | Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic | Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic | Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic |
| Content point | Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair test [repeated]Informational WritingTopic | Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]SentencesTopic | ||
| Focus area | Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02 | |||
| Content group | Design is a process of creating and innovating | |||
| Content point | Not planned for this Term | Explore the design of a structure, product or place and identify how user needs are addressedDesign, Production and InnovationTopicDesign Thinking StagesTopic | Not planned for this Term | Content from Physical and living systems depend on energy is planned for this Term [refer to this focus area] |
| Content point | Generate, develop and communicate design ideasDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Test construction methods and materials to build a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Build, test and evaluate a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Research processes used to provide food and clothing [each year]Study and Research SkillsTopicFarming and Food ProductionTopicTextilesTopic | |||
| Content group | Digital systems can be created and controlled | |||
| Content point | Use core features of common digital tools to locate, select, store and retrieve relevant information [each year]Computational ThinkingTopic | Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and ProgrammingTopic | Not planned for this Term | Not planned for this Term |
| Content point | Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct [each year]Computational ThinkingTopic | Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Coding and ProgrammingTopic | ||
| Content point | Select, enter and represent different types of data using digital toolsComputational ThinkingTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01 | |||
| Content group | The Sun is the centre of our solar system and provides our world with energy | Not planned for this Term | Energy is required to change the properties of matter | Heat energy can be transferred |
| Content point | Model Earth’s revolution around the Sun and recognise that a complete revolution takes 365.25 daysThe Earth, Sun and MoonTopic | Content from Design processes and digital systems are used to create solutions is planned for this Term [refer to this focus area] | Recognise that matter is anything that has mass, takes up space and consists of very small particlesMatter and MaterialsTopic | Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiationHeatTopic |
| Content point | Research how energy from the Sun is usedThe Sun and MoonTopic | Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volumeStates of MatterTopic | Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees CelsiusHeatTopic | |
| Content point | Describe features of our solar system using multimodal representationsSolar SystemTopic | Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabularyStates of MatterTopic | Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energyReflection and RefractionTopic | |
| Content point | Demonstrate that gravity is a force of attraction between objects and EarthGravityTopic | Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing stateStates of MatterTopic | Describe how the properties of materials and transfer of heat energy impact everyday lifeHeating and CoolingTopic | |
| Content point | Recognise that the force of gravity keeps Earth, moons and planets in their positions in the solar systemThe Earth, Sun and MoonTopicGravityTopic | |||
| Content point | Research cultural references to the solar system including Aboriginal and/or Torres Strait Islander Knowledges of the night skyFirst Nations DreamingTopicFirst Nations Science and TechnologyTopic | |||
| Content group | Creating written explanations of physical and living systems supports understanding of Science and Technology | |||
| Content point | Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic | Not planned for this Term | Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]Informational WritingTopic | Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]Informational WritingTopic |
| Content point | Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic | Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic | Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair testInformational WritingTopic | |
| Focus area | Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02 | |||
| Content group | Design is a process of creating and innovating | |||
| Content point | Not planned for this Term | Explore the design of a structure, product or place and identify how user needs are addressed [repeated]Design, Production and InnovationTopicDesign Thinking StagesTopic | Content from Physical and living systems depend on energy is planned for this Term [refer to this focus area] | Explore the design of a structure, product or place and identify how user needs are addressed [repeated]Computational ThinkingTopic |
| Content point | Generate, develop and communicate design ideasDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Test construction methods and materials to build a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Build, test and evaluate a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic | |||
| Content point | Research processes used to provide food and clothing [each year]Study and Research SkillsTopicFarming and Food ProductionTopicTextilesTopic | |||
| Content group | Digital systems can be created and controlled | |||
| Content point | Use core features of common digital tools to locate, select, store and retrieve relevant information [each year]Computational ThinkingTopic | Not planned for this Term | Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and ProgrammingTopic | Select, enter and represent different types of data using digital tools [each year]Representing and Handling DataTopic |
| Content point | Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct [each year] | |||
| Content point | Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Mathematical SymbolsTopicIntroduction to GraphsSeriesComputational ThinkingTopic | |||
Term 1
Living things depend on energy and materials to survive
- Identify the systems of Earth that make up environments: air – atmosphere, land – lithosphere, water – hydrosphere, living things – biosphereEarthTopic
- Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphereEarthTopicBiosphereTopicAtmosphereTopic
- Describe the relationship between habitat, ecosystem and environmentBiosphereTopic
- Observe and describe living and non-living things in a habitatHabitatsTopic
- Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plantsSoilTopicScience InquiryTopic
- Describe how Aboriginal and/or Torres Strait Islander Peoples’ Practices support habitats to surviveFood Chains and WebsTopic
- Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabularySoilTopic
- Describe ways in which plants and animals depend on each other for survivalBiosphereTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic
- Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair test [repeated]Informational WritingTopic
Design is a process of creating and innovating
- Not planned for this Term
Digital systems can be created and controlled
- Use core features of common digital tools to locate, select, store and retrieve relevant information [each year]Computational ThinkingTopic
- Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct [each year]Computational ThinkingTopic
Term 2
Not planned for this Term
- Content from Design processes and digital systems are used to create solutions is planned for this Term [refer to this focus area]
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic
Design is a process of creating and innovating
- Explore the design of a structure, product or place and identify how user needs are addressedDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Generate, develop and communicate design ideasDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Test construction methods and materials to build a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Build, test and evaluate a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Research processes used to provide food and clothing [each year]Study and Research SkillsTopicFarming and Food ProductionTopicTextilesTopic
Digital systems can be created and controlled
- Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and ProgrammingTopic
- Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Coding and ProgrammingTopic
- Select, enter and represent different types of data using digital toolsComputational ThinkingTopic
Term 3
Forces shape Earth’s surface
- Investigate Aboriginal Dreaming Stories and Torres Strait Islander Legends about the formation of landscapes and landformsFirst Nations DreamingTopic
- Explain how the forces produced by wind, water and living things weather rocksErosion and WeatheringTopic
- Research and describe the changes to the landscape caused by earthquakes and volcanoesEarthquakesTopicVolcanoesTopic
- Research, describe and model the internal structure of EarthEarthTopic
- Describe and model how forces produced by moving water cause erosionErosion and WeatheringTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic
Design is a process of creating and innovating
- Not planned for this Term
Digital systems can be created and controlled
- Not planned for this Term
Term 4
Body systems work together to enable movement
- Recognise that all animals are either invertebrates with no spine, or vertebrates with a spineClassifying AnimalsTopic
- Compare ways invertebrates and vertebrates move on land, in water and in the skyClassifying AnimalsTopicInvertebratesTopic
- Recognise that the human muscular and skeletal systems work together to enable movementThe Musculoskeletal SystemTopic
- Identify parts of the human skeleton that offer protection and supportThe Musculoskeletal SystemTopic
- Model how bones, muscles and joints work together to cause movementThe Musculoskeletal SystemTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic
- Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]SentencesTopic
Design is a process of creating and innovating
- Content from Physical and living systems depend on energy is planned for this Term [refer to this focus area]
Digital systems can be created and controlled
- Not planned for this Term
Term 5
The Sun is the centre of our solar system and provides our world with energy
- Model Earth’s revolution around the Sun and recognise that a complete revolution takes 365.25 daysThe Earth, Sun and MoonTopic
- Research how energy from the Sun is usedThe Sun and MoonTopic
- Describe features of our solar system using multimodal representationsSolar SystemTopic
- Demonstrate that gravity is a force of attraction between objects and EarthGravityTopic
- Recognise that the force of gravity keeps Earth, moons and planets in their positions in the solar systemThe Earth, Sun and MoonTopicGravityTopic
- Research cultural references to the solar system including Aboriginal and/or Torres Strait Islander Knowledges of the night skyFirst Nations DreamingTopicFirst Nations Science and TechnologyTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]NounsTopic
- Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic
Design is a process of creating and innovating
- Not planned for this Term
Digital systems can be created and controlled
- Use core features of common digital tools to locate, select, store and retrieve relevant information [each year]Computational ThinkingTopic
- Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct [each year]
- Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Mathematical SymbolsTopicIntroduction to GraphsSeriesComputational ThinkingTopic
Term 6
Not planned for this Term
- Content from Design processes and digital systems are used to create solutions is planned for this Term [refer to this focus area]
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Not planned for this Term
Design is a process of creating and innovating
- Explore the design of a structure, product or place and identify how user needs are addressed [repeated]Design, Production and InnovationTopicDesign Thinking StagesTopic
- Generate, develop and communicate design ideasDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Test construction methods and materials to build a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Build, test and evaluate a designed modelDesign, Production and InnovationTopicDesign Thinking StagesTopic
- Research processes used to provide food and clothing [each year]Study and Research SkillsTopicFarming and Food ProductionTopicTextilesTopic
Digital systems can be created and controlled
- Not planned for this Term
Term 7
Energy is required to change the properties of matter
- Recognise that matter is anything that has mass, takes up space and consists of very small particlesMatter and MaterialsTopic
- Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volumeStates of MatterTopic
- Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabularyStates of MatterTopic
- Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing stateStates of MatterTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]Informational WritingTopic
- Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational WritingTopic
Design is a process of creating and innovating
- Content from Physical and living systems depend on energy is planned for this Term [refer to this focus area]
Digital systems can be created and controlled
- Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and ProgrammingTopic
Term 8
Heat energy can be transferred
- Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiationHeatTopic
- Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees CelsiusHeatTopic
- Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energyReflection and RefractionTopic
- Describe how the properties of materials and transfer of heat energy impact everyday lifeHeating and CoolingTopic
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]Informational WritingTopic
- Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair testInformational WritingTopic
Design is a process of creating and innovating
- Explore the design of a structure, product or place and identify how user needs are addressed [repeated]Computational ThinkingTopic
Digital systems can be created and controlled
- Select, enter and represent different types of data using digital tools [each year]Representing and Handling DataTopic
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01 | |||
| Content group | Earth's climate is affected by natural and human activities | Body systems coordinate for survival | Electrical energy can be transferred and transformed | Electrical energy can be transferred and transformed |
| Content point | Identify the technologies used to collect weather data and describe how they are usedWeather and ClimateTopicWeatherTopic | Identify the main organs and their functions in the human digestive, respiratory and circulatory systemsThe Human BodyTopic | Recognise that an electrical circuit transfers electrical energy from a source, through a pathway, to a device that transforms electrical energy into other forms of energyCircuitsTopic | Identify renewable and non-renewable energy sourcesRenewable ResourcesTopicNon-Renewable ResourcesTopic |
| Content point | Describe the differences between climate and weatherWeather and ClimateTopicWeatherTopic | Recognise that the human digestive, respiratory and circulatory systems work togetherThe Human BodyTopic | Plan and construct simple electrical circuits to model the transfer and transformation of energyCircuitsTopic | Research and present information describing the impact on resources and the environment of using a renewable or a non-renewable resource to generate electricityRenewable ResourcesTopicNon-Renewable ResourcesTopic |
| Content point | Research the effects of natural events on the atmosphereWeather and ClimateTopicWeatherTopic | Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activityWorking ScientificallyTopic | Pose questions, identify variables and safely conduct fair tests to identify materials that act as electrical conductors or insulatorsElectricityTopic | |
| Content point | Explain the effects of natural events and human activities on climateWeather and ClimateTopicWeatherTopic | Investigate how structural and behavioural adaptations in humans aid survivalWorking ScientificallyTopic | Explain how electrical insulators can ensure electrical safety in everyday lifeElectricityTopic | |
| Focus area | Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02 | |||
| Content group | Design processes explore opportunities and develop solutions | |||
| Content point | Not planned for this Term | Research Australian technologies and inventions that meet an identified need [each year]Aussie Inventions That Changed the WorldSeries | Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking StagesTopic | Not planned for this Term |
| Content point | Develop design ideas to build a prototype using design criteria [each year]The Design ProcessTopic | |||
| Content point | Test, evaluate and modify the prototype to meet the design criteria [each year]The Design ProcessTopic | |||
| Content group | The future can be shaped by building and connecting digital systems | |||
| Content point | Recognise that data are entered, processed and transmitted in digital systemsDigital TechnologiesTopicRepresenting and Handling DataTopic | Explore how and why data can be represented as binary code and in other formsCoding and ProgrammingTopic | Connect components in a digital system to collect dataDigital TechnologiesTopic | Not planned for this Term |
| Content point | Select and use appropriate digital tools to share files online following an agreed code of conduct [each year] | Create, test and modify algorithms as visual programs that include branching and iterationCoding and ProgrammingTopic | Use collected data to create an algorithm to perform a functionCoding and ProgrammingTopic | |
| Content point | Evaluate a digital system that accepts and displays information | |||
| Focus area | Creating written texts in Science and TechnologyST3-CWT-01 | |||
| Content group | Creating written explanations of concepts and processes supports understanding of Science and Technology | |||
| Content point | Use nominalisations to convey scientific and technological concepts and processes succinctly [repeated]Elmore's Grammar WorkshopSeries | Add authority to written texts by using data to support an evidence-based explanation or argument [each year]Reports and RecountsTopic | Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic | Use nominalisations to convey scientific and technological concepts and processes succinctly [each year]Elmore's Grammar WorkshopSeries |
| Content point | Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]SentencesTopic | Acknowledge sources of information used in own texts [repeated]Research SkillsTopic | Acknowledge sources of information used in own texts [repeated]Research SkillsTopic | |
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01 | |||
| Content group | Living things may change over millions of years, in response to their environments | A fixed amount of usable matter makes up all the material on Earth | Our solar system is a part of one of billions of galaxies in the Universe | Not planned for this Term |
| Content point | Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environmentsAdaptationsTopicAntsTopicBeesTopic | Explain how recyclable, reusable, renewable, biodegradable and compostable materials enhance sustainabilitySustainable EnergyTopicRenewable ResourcesTopicManaging Earth's ResourcesTopic | Recognise stars, galaxies, nebulae, exoplanets and black holes as astronomical features that exist beyond our solar systemStarsTopicBlack Holes, Asteroids and CometsTopic | Content from Design and digital technologies engineer sustainable solutions are used to create solutions is planned for this Term [refer to this focus area]Sustainable Development GoalsTopicRenewable ResourcesTopicWorking ScientificallyTopic |
| Content point | Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plantsAdaptationsTopicStructure of a PlantTopic | Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the sameWorking ScientificallyTopic | Research how living things can travel and survive in spaceSpace ExplorationTopicArtemis IITopic | |
| Content point | Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystemFood Chains and WebsTopic | Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair testsWorking ScientificallyTopic | Examine the development of our knowledge through discoveries and technologies, and how these benefit humankindTelescopes and SatellitesTopic | |
| Content point | Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystemEndangered AnimalsTopicAustralian AnimalsTopic | Investigate ways to collect and process waste to reduce pollution or increase the sustainable use of materialsPlastic WasteTopicE-WasteTopic | Describe how Aboriginal and/or Torres Strait Islander Peoples' Knowledges of the positions of the Sun, Moon and stars are used for navigation and wayfindingFirst Nations DreamingTopicFirst Nations Science and TechnologyTopic | |
| Content point | Examine evidence that environments have changed over time and continue to changeAdaptationsTopicHabitatsTopic | Create and communicate a plan to implement a sustainable practice in a community that addresses an identified environmental concernPlastic WasteTopicE-WasteTopic | ||
| Content point | Describe how Aboriginal and/or Torres Strait Islander Peoples’ sustainable Practices continue to protect the environmentFirst Nations Science and TechnologyTopic | |||
| Focus area | Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02 | |||
| Content group | Design processes explore opportunities and develop solutions | |||
| Content point | Not planned for this Term | Research how contemporary spaces are co-designed using Aboriginal and/or Torres Strait Islander Knowledge systems and Cultural Practices | Research Australian technologies and inventions that meet an identified need [each year]Aussie Inventions That Changed the WorldSeries | Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking StagesTopic |
| Content point | Collect data about a user need to generate design criteria for sustainable solutions [each year] | Develop design ideas to build a prototype using design criteria [each year]Materials in DesignTopic | ||
| Content point | Develop design ideas to build a prototype using design criteria [each year]Product DesignTopic | Test, evaluate and modify the prototype to meet the design criteria [each year]The Design ProcessTopic | ||
| Content group | The future can be shaped by building and connecting digital systems | |||
| Content point | Select and use appropriate digital tools to share files online following an agreed code of conduct [each year] | Not planned for this Term | Not planned for this Term | Explore how and why data can be represented as binary code and in other formsCoding and ProgrammingTopic |
| Content point | Create, test and modify algorithms as visual programs that include branching and iterationComputational ThinkingTopic | |||
| Content point | Use collected data to create an algorithm to perform a functionComputational ThinkingTopic | |||
| Content point | Evaluate a digital system that accepts and displays informationArtificial IntelligenceTopic | |||
| Content point | Connect components in a digital system to collect dataDigital TechnologiesTopic | |||
| Focus area | Creating written texts in Science and TechnologyST3-CWT-01 | |||
| Content group | Creating written explanations of concepts and processes supports understanding of Science and Technology | |||
| Content point | Not planned for this Term | Add authority to written texts by using data to support an evidence-based explanation or argument [each year]Reports and RecountsTopic | Use nominalisations to convey scientific and technological concepts and processes succinctly [each year]Reports and RecountsTopicElmore's Grammar WorkshopSeries | Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic |
| Content point | Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]SentencesTopic | Acknowledge sources of information used in own texts [repeated]Research SkillsTopic | ||
| Content point | Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic | |||
Term 1
Earth's climate is affected by natural and human activities
- Identify the technologies used to collect weather data and describe how they are usedWeather and ClimateTopicWeatherTopic
- Describe the differences between climate and weatherWeather and ClimateTopicWeatherTopic
- Research the effects of natural events on the atmosphereWeather and ClimateTopicWeatherTopic
- Explain the effects of natural events and human activities on climateWeather and ClimateTopicWeatherTopic
Design processes explore opportunities and develop solutions
- Not planned for this Term
The future can be shaped by building and connecting digital systems
- Recognise that data are entered, processed and transmitted in digital systemsDigital TechnologiesTopicRepresenting and Handling DataTopic
- Select and use appropriate digital tools to share files online following an agreed code of conduct [each year]
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use nominalisations to convey scientific and technological concepts and processes succinctly [repeated]Elmore's Grammar WorkshopSeries
- Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]SentencesTopic
Term 2
Body systems coordinate for survival
- Identify the main organs and their functions in the human digestive, respiratory and circulatory systemsThe Human BodyTopic
- Recognise that the human digestive, respiratory and circulatory systems work togetherThe Human BodyTopic
- Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activityWorking ScientificallyTopic
- Investigate how structural and behavioural adaptations in humans aid survivalWorking ScientificallyTopic
Design processes explore opportunities and develop solutions
- Research Australian technologies and inventions that meet an identified need [each year]Aussie Inventions That Changed the WorldSeries
The future can be shaped by building and connecting digital systems
- Explore how and why data can be represented as binary code and in other formsCoding and ProgrammingTopic
- Create, test and modify algorithms as visual programs that include branching and iterationCoding and ProgrammingTopic
- Evaluate a digital system that accepts and displays information
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Add authority to written texts by using data to support an evidence-based explanation or argument [each year]Reports and RecountsTopic
- Acknowledge sources of information used in own texts [repeated]Research SkillsTopic
Term 3
Electrical energy can be transferred and transformed
- Recognise that an electrical circuit transfers electrical energy from a source, through a pathway, to a device that transforms electrical energy into other forms of energyCircuitsTopic
- Plan and construct simple electrical circuits to model the transfer and transformation of energyCircuitsTopic
- Pose questions, identify variables and safely conduct fair tests to identify materials that act as electrical conductors or insulatorsElectricityTopic
- Explain how electrical insulators can ensure electrical safety in everyday lifeElectricityTopic
Design processes explore opportunities and develop solutions
- Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking StagesTopic
- Develop design ideas to build a prototype using design criteria [each year]The Design ProcessTopic
- Test, evaluate and modify the prototype to meet the design criteria [each year]The Design ProcessTopic
The future can be shaped by building and connecting digital systems
- Connect components in a digital system to collect dataDigital TechnologiesTopic
- Use collected data to create an algorithm to perform a functionCoding and ProgrammingTopic
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic
Term 4
Electrical energy can be transferred and transformed
- Identify renewable and non-renewable energy sourcesRenewable ResourcesTopicNon-Renewable ResourcesTopic
- Research and present information describing the impact on resources and the environment of using a renewable or a non-renewable resource to generate electricityRenewable ResourcesTopicNon-Renewable ResourcesTopic
Design processes explore opportunities and develop solutions
- Not planned for this Term
The future can be shaped by building and connecting digital systems
- Not planned for this Term
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use nominalisations to convey scientific and technological concepts and processes succinctly [each year]Elmore's Grammar WorkshopSeries
- Acknowledge sources of information used in own texts [repeated]Research SkillsTopic
Term 5
Living things may change over millions of years, in response to their environments
- Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environmentsAdaptationsTopicAntsTopicBeesTopic
- Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plantsAdaptationsTopicStructure of a PlantTopic
- Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystemFood Chains and WebsTopic
- Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystemEndangered AnimalsTopicAustralian AnimalsTopic
- Examine evidence that environments have changed over time and continue to changeAdaptationsTopicHabitatsTopic
- Describe how Aboriginal and/or Torres Strait Islander Peoples’ sustainable Practices continue to protect the environmentFirst Nations Science and TechnologyTopic
Design processes explore opportunities and develop solutions
- Not planned for this Term
The future can be shaped by building and connecting digital systems
- Select and use appropriate digital tools to share files online following an agreed code of conduct [each year]
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Not planned for this Term
Term 6
A fixed amount of usable matter makes up all the material on Earth
- Explain how recyclable, reusable, renewable, biodegradable and compostable materials enhance sustainabilitySustainable EnergyTopicRenewable ResourcesTopicManaging Earth's ResourcesTopic
- Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the sameWorking ScientificallyTopic
- Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair testsWorking ScientificallyTopic
- Investigate ways to collect and process waste to reduce pollution or increase the sustainable use of materialsPlastic WasteTopicE-WasteTopic
- Create and communicate a plan to implement a sustainable practice in a community that addresses an identified environmental concernPlastic WasteTopicE-WasteTopic
Design processes explore opportunities and develop solutions
- Research how contemporary spaces are co-designed using Aboriginal and/or Torres Strait Islander Knowledge systems and Cultural Practices
- Collect data about a user need to generate design criteria for sustainable solutions [each year]
- Develop design ideas to build a prototype using design criteria [each year]Product DesignTopic
The future can be shaped by building and connecting digital systems
- Not planned for this Term
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Add authority to written texts by using data to support an evidence-based explanation or argument [each year]Reports and RecountsTopic
- Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]SentencesTopic
- Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic
Term 7
Our solar system is a part of one of billions of galaxies in the Universe
- Recognise stars, galaxies, nebulae, exoplanets and black holes as astronomical features that exist beyond our solar systemStarsTopicBlack Holes, Asteroids and CometsTopic
- Research how living things can travel and survive in spaceSpace ExplorationTopicArtemis IITopic
- Examine the development of our knowledge through discoveries and technologies, and how these benefit humankindTelescopes and SatellitesTopic
- Describe how Aboriginal and/or Torres Strait Islander Peoples' Knowledges of the positions of the Sun, Moon and stars are used for navigation and wayfindingFirst Nations DreamingTopicFirst Nations Science and TechnologyTopic
Design processes explore opportunities and develop solutions
- Research Australian technologies and inventions that meet an identified need [each year]Aussie Inventions That Changed the WorldSeries
The future can be shaped by building and connecting digital systems
- Not planned for this Term
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use nominalisations to convey scientific and technological concepts and processes succinctly [each year]Reports and RecountsTopicElmore's Grammar WorkshopSeries
- Acknowledge sources of information used in own texts [repeated]Research SkillsTopic
Term 8
Not planned for this Term
- Content from Design and digital technologies engineer sustainable solutions are used to create solutions is planned for this Term [refer to this focus area]Sustainable Development GoalsTopicRenewable ResourcesTopicWorking ScientificallyTopic
Design processes explore opportunities and develop solutions
- Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking StagesTopic
- Develop design ideas to build a prototype using design criteria [each year]Materials in DesignTopic
- Test, evaluate and modify the prototype to meet the design criteria [each year]The Design ProcessTopic
The future can be shaped by building and connecting digital systems
- Explore how and why data can be represented as binary code and in other formsCoding and ProgrammingTopic
- Create, test and modify algorithms as visual programs that include branching and iterationComputational ThinkingTopic
- Use collected data to create an algorithm to perform a functionComputational ThinkingTopic
- Evaluate a digital system that accepts and displays informationArtificial IntelligenceTopic
- Connect components in a digital system to collect dataDigital TechnologiesTopic
Creating written texts in Science and TechnologyST3-CWT-01
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research SkillsTopic
