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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.

NSW primary curriculum scope and sequence

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.

Subject

Stage

Terms

Term

Science and Technology — Early Stage 1

Early Stage 1, terms 1–4: content points by term, with matched ClickView resources
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 Senses	Recognise that properties of materials can be observed using the sensesMaterials Human Senses	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 moveMovement
Content point	Identify and use tools to aid and extend sensory observationsHuman Senses	Observe and manipulate materials to describe their properties using Tier 2 vocabularyMaterials Adjectives		Identify and label the parts of the human body that are used for movementMovement The Musculoskeletal System
Content point	Describe how living things get air, water and energy to survive in their environmentLiving and Non-Living Things	Pose questions about materials and describe how they are used in everyday objectsMaterials Adjectives		Test how the movement of an object is affected by its shapeMovement
Content point	Recognise that plants produce their own food, and animals need to find their foodLife of Plants	Bend, twist, crush and stretch objects to show that the properties of materials remain the sameMaterials		Experiment to observe how an object’s movement is affected by its materialMovement
Content point	Examine flowers, fruit, leaves, roots and stems of plants and describe their purposeLife of Plants	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 movementsMovement
Content point	Examine animal bodies, their body coverings, and how and what they eatAnimals and Organisms
Content point	Observe and group animals based on their characteristics and justify the groupingClassification
Content point	Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to surviveClassification
Content point	Pose questions to compare the characteristics of living things and non-living thingsLiving and Non-Living Things
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 materialsAdjectives	Not planned for this Term	Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement of living things.Grammar
Content point				Use subject–verb–object structure to create simple sentences to describe how living things meet their needsGrammar Sentences
Focus area	Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01
Term	Term 1	Term 2	Term 3	Term 4
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 Innovation	Design and build a simple product that addresses a user need or opportunityProduct Design Design Thinking Stages	Not planned for this Term
Content point		Identify designed products and how they meet user needsDesign, Production and Innovation	Pose questions to identify the parts of plants and animals used for food and fibre and create a data displayWorking Scientifically Materials
Content point			Examine designed structures that animals build to help them survive in their environmentAnimals and Organisms Habitats
Content point			Identify and safely use digital devices and apps for a purposeDigital ApplicationsVideo

Term 1

Observations and questions spark curiositySTE-SCI-01STE-PQU-01

Living things have characteristics that help them survive in their environment

Identify the sense organs and describe their functionsHuman Senses
Identify and use tools to aid and extend sensory observationsHuman Senses
Describe how living things get air, water and energy to survive in their environmentLiving and Non-Living Things
Recognise that plants produce their own food, and animals need to find their foodLife of Plants
Examine flowers, fruit, leaves, roots and stems of plants and describe their purposeLife of Plants
Examine animal bodies, their body coverings, and how and what they eatAnimals and Organisms
Observe and group animals based on their characteristics and justify the groupingClassification
Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to surviveClassification
Pose questions to compare the characteristics of living things and non-living thingsLiving and Non-Living Things

Creating written sentences supports understanding of Science and Technology

Not planned for this Term

Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01

Understanding user needs inspires design and digital solutions

Not planned for this Term

Term 2

Observations and questions spark curiositySTE-SCI-01STE-PQU-01

Objects are made of materials that have observable properties

Recognise that properties of materials can be observed using the sensesMaterials Human Senses
Observe and manipulate materials to describe their properties using Tier 2 vocabularyMaterials Adjectives
Pose questions about materials and describe how they are used in everyday objectsMaterials Adjectives
Bend, twist, crush and stretch objects to show that the properties of materials remain the sameMaterials
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 materialsAdjectives

Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01

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 Innovation
Identify designed products and how they meet user needsDesign, Production and Innovation

Term 3

Observations and questions spark curiositySTE-SCI-01STE-PQU-01

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

Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01

Understanding user needs inspires design and digital solutions

Design and build a simple product that addresses a user need or opportunityProduct Design Design Thinking Stages
Pose questions to identify the parts of plants and animals used for food and fibre and create a data displayWorking Scientifically Materials
Examine designed structures that animals build to help them survive in their environmentAnimals and Organisms Habitats
Identify and safely use digital devices and apps for a purposeDigital ApplicationsVideo

Term 4

Observations and questions spark curiositySTE-SCI-01STE-PQU-01

Living things and objects move in different ways

Observe, describe and categorise the ways in which living things moveMovement
Identify and label the parts of the human body that are used for movementMovement The Musculoskeletal System
Test how the movement of an object is affected by its shapeMovement
Experiment to observe how an object’s movement is affected by its materialMovement
Identify objects made by Aboriginal and/or Torres Strait Islander Peoples and describe their movementsMovement

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.Grammar
Use subject–verb–object structure to create simple sentences to describe how living things meet their needsGrammar Sentences

Observations and questions initiate design and digital solutionsSTE-DDT-01STE-PQU-01

Understanding user needs inspires design and digital solutions

Not planned for this Term

Stage 1, terms 1–4: content points by term, with matched ClickView resources
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 Data Introduction 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 patternsWeather	Recognise that the human brain detects information about the surroundings using sense organs, and that it controls and coordinates body functionsHuman Senses
Content point	Collect data about the variety of living things in a local habitat, group them and justify the groupingsRepresenting and Handling Data		Investigate how seasonal patterns influence the behaviour and appearance of living thingsSeasons	Observe and describe the function and parts of the eye and the earHuman Senses
Content point	Describe the changes in a plant as it grows using data and scientific modelsLife of Plants Plant Life Cycles		Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples use seasonal indicatorsSeasons	Investigate how taste and smell provide information about the environmentHuman Senses
Content point	Describe the changes in an animal as it goes through its life cycle using data and scientific modelsAnimal Life Cycles		Observe and identify rocks in natural formations and those used in built structuresRocks and Minerals	Pose questions, test and describe textures to investigate the sense of touchHuman Senses Working Scientifically
Content point	Describe how Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the life cycles of livings thingsFirst Nations Dreaming		Manipulate different rocks and describe their texture, colour and grain or crystal sizeRocks and Minerals
Content point	Examine the evidence for extinct animalsExtinction Dinosaurs
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]Verbs Nouns	Not planned for this Term	Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]Sentences	Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]Sentences
Content point			Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]Sentences
Focus area	Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01
Term	Term 1	Term 2	Term 3	Term 4
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 Innovation	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 Design Materials
Content point		Apply one or more steps of a design process to make a productDesign, Production and Innovation
Content point		Describe how food and fibre can be designed and produced to address user needsFood Preparation and Cooking Textiles
Content point		Describe how products, including digital systems, can affect people’s livesDigital Technologies
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 Awareness	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 Programming
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 Communication

Stage 1, terms 5–8: content points by term, with matched ClickView resources
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 materialsLight Sound	Recognise that light and sound can travel through air, water and some solids and are affected by those materialsLight Sound	Describe the visible features of the sky at night and in the dayDay and Night	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 Forces
Content point	Recognise that sound is created and carried by vibrationsSound	Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materialsWorking Scientifically Light	Recognise that the Sun provides Earth with light energy and the Moon reflects light energy from the SunThe Sun and Moon	Pose questions and test the effects of forces on an object's movementWorking Scientifically Types of Forces
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 DidgeridooVideo First Nations Science and Technology	Describe how translucent, transparent, opaque and reflective materials interact with lightLight	Recognise that the Sun rises in the east and sets in the westDay and Night	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 Senses Working Scientifically		Model how the rotation of the Earth around its axis causes a repeating pattern of day and nightEarth	Test how frictional forces affect moving objectsFriction
Content point			Record changes in shadow length at different times of the day to mark the passage of timeLight	Test how the force of magnetism affects objectsMagnets
Content point			Observe the Moon over a lunar cycle and describe its change in appearance using Tier 2 and Tier 3 vocabularyMoon
Content point			Describe Aboriginal and/or Torres Strait Islander Peoples’ connections to Sky CountryFirst Nations Connection to Country and Place
Content point			Examine cultural representations of the Sun, Moon and starsFirst Nations Connection to Country and Place
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]Verbs Nouns	Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function [repeated]Sentences	Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]Sentences
Focus area	Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01
Term	Term 5	Term 6	Term 7	Term 8
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 Innovation Design Thinking Stages	Apply one or more steps of a design process to make a productDesign, Production and Innovation Design Thinking Stages	Not planned for this Term	Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Product Design Design Thinking Stages
Content point	Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesIndigenous Food Practices	Describe how products, including digital systems, can affect people’s livesDigital Technologies		Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesFirst Nations Art First Nations Science and Technology
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 Programming	Not planned for this Term	Not planned for this Term	Create a sequential algorithm that controls a digital device [each year]Coding and Programming
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 Science

Term 1

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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 Data Introduction to GraphsSeries
Collect data about the variety of living things in a local habitat, group them and justify the groupingsRepresenting and Handling Data
Describe the changes in a plant as it grows using data and scientific modelsLife of Plants Plant Life Cycles
Describe the changes in an animal as it goes through its life cycle using data and scientific modelsAnimal Life Cycles
Describe how Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the life cycles of livings thingsFirst Nations Dreaming
Examine the evidence for extinct animalsExtinction Dinosaurs

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]Verbs Nouns

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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 Awareness
Create a sequential algorithm that controls a digital device [each year]Coding and Programming
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 Communication

Term 2

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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 Innovation
Pose questions and test how materials with different properties contribute to the effectiveness of a product [repeated]Materials in Design Materials
Apply one or more steps of a design process to make a productDesign, Production and Innovation
Describe how food and fibre can be designed and produced to address user needsFood Preparation and Cooking Textiles
Describe how products, including digital systems, can affect people’s livesDigital Technologies

Digital systems use inputs and algorithms to produce an output

Not planned for this Term

Term 3

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

Planet Earth is our home

Observe and record daily weather to identify changes and patternsWeather
Investigate how seasonal patterns influence the behaviour and appearance of living thingsSeasons
Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples use seasonal indicatorsSeasons
Observe and identify rocks in natural formations and those used in built structuresRocks and Minerals
Manipulate different rocks and describe their texture, colour and grain or crystal sizeRocks and Minerals

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]Sentences
Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect [repeated]Sentences

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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 Senses
Observe and describe the function and parts of the eye and the earHuman Senses
Investigate how taste and smell provide information about the environmentHuman Senses
Pose questions, test and describe textures to investigate the sense of touchHuman Senses Working Scientifically

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]Sentences

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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 materialsLight Sound
Recognise that sound is created and carried by vibrationsSound
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 DidgeridooVideo First Nations Science and Technology
Test how different materials and actions affect the volume and pitch of soundHuman Senses Working Scientifically

Creating written texts supports understanding of Science and Technology

Not planned for this Term

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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 Innovation Design Thinking Stages
Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesIndigenous Food Practices

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 Programming
Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules [each year]Computer Science

Term 6

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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 materialsLight Sound
Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materialsWorking Scientifically Light
Describe how translucent, transparent, opaque and reflective materials interact with lightLight

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]Verbs Nouns

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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 Innovation Design Thinking Stages
Describe how products, including digital systems, can affect people’s livesDigital Technologies

Digital systems use inputs and algorithms to produce an output

Not planned for this Term

Term 7

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

The sky is our window to the Universe

Describe the visible features of the sky at night and in the dayDay and Night
Recognise that the Sun provides Earth with light energy and the Moon reflects light energy from the SunThe Sun and Moon
Recognise that the Sun rises in the east and sets in the westDay and Night
Model how the rotation of the Earth around its axis causes a repeating pattern of day and nightEarth
Record changes in shadow length at different times of the day to mark the passage of timeLight
Observe the Moon over a lunar cycle and describe its change in appearance using Tier 2 and Tier 3 vocabularyMoon
Describe Aboriginal and/or Torres Strait Islander Peoples’ connections to Sky CountryFirst Nations Connection to Country and Place
Examine cultural representations of the Sun, Moon and starsFirst Nations Connection to Country and Place

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]Sentences

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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

Investigations of changes provide knowledge and understandingST1-SCI-01ST1-PQU-01ST1-DAT-01

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 Forces
Pose questions and test the effects of forces on an object's movementWorking Scientifically Types of Forces
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 objectsFriction
Test how the force of magnetism affects objectsMagnets

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]Sentences

Design and digital solutions are created through knowledge and understandingST1-DDT-01ST1-PQU-01

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 Design Design Thinking Stages
Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposesFirst Nations Art First Nations Science and Technology

Digital systems use inputs and algorithms to produce an output

Create a sequential algorithm that controls a digital device [each year]Coding and Programming

Stage 2, terms 1–4: content points by term, with matched ClickView resources
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 – biosphereEarth	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 Dreaming	Recognise that all animals are either invertebrates with no spine, or vertebrates with a spineClassifying Animals
Content point	Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphereEarth Biosphere Atmosphere		Explain how the forces produced by wind, water and living things weather rocksErosion and Weathering	Compare ways invertebrates and vertebrates move on land, in water and in the skyClassifying Animals Invertebrates
Content point	Describe the relationship between habitat, ecosystem and environmentBiosphere		Research and describe the changes to the landscape caused by earthquakes and volcanoesEarthquakes Volcanoes	Recognise that the human muscular and skeletal systems work together to enable movementThe Musculoskeletal System
Content point	Observe and describe living and non-living things in a habitatHabitats		Research, describe and model the internal structure of EarthEarth	Identify parts of the human skeleton that offer protection and supportThe Musculoskeletal System
Content point	Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plantsSoil Science Inquiry		Describe and model how forces produced by moving water cause erosionErosion and Weathering	Model how bones, muscles and joints work together to cause movementThe Musculoskeletal System
Content point	Describe how Aboriginal and/or Torres Strait Islander Peoples’ Practices support habitats to surviveFood Chains and Webs
Content point	Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabularySoil
Content point	Describe ways in which plants and animals depend on each other for survivalBiosphere
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]Nouns	Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing	Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing	Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]Nouns
Content point	Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair test [repeated]Informational Writing			Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]Sentences
Focus area	Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02
Term	Term 1	Term 2	Term 3	Term 4
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 Innovation Design Thinking Stages	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 Innovation Design Thinking Stages
Content point		Test construction methods and materials to build a designed modelDesign, Production and Innovation Design Thinking Stages
Content point		Build, test and evaluate a designed modelDesign, Production and Innovation Design Thinking Stages
Content point		Research processes used to provide food and clothing [each year]Study and Research Skills Farming and Food Production Textiles
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 Thinking	Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and Programming	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 Thinking	Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Coding and Programming
Content point		Select, enter and represent different types of data using digital toolsComputational Thinking

Stage 2, terms 5–8: content points by term, with matched ClickView resources
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 Moon	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 Materials	Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiationHeat
Content point	Research how energy from the Sun is usedThe Sun and Moon		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 Matter	Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees CelsiusHeat
Content point	Describe features of our solar system using multimodal representationsSolar System		Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabularyStates of Matter	Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energyReflection and Refraction
Content point	Demonstrate that gravity is a force of attraction between objects and EarthGravity		Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing stateStates of Matter	Describe how the properties of materials and transfer of heat energy impact everyday lifeHeating and Cooling
Content point	Recognise that the force of gravity keeps Earth, moons and planets in their positions in the solar systemThe Earth, Sun and Moon Gravity
Content point	Research cultural references to the solar system including Aboriginal and/or Torres Strait Islander Knowledges of the night skyFirst Nations Dreaming First Nations Science and Technology
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]Nouns	Not planned for this Term	Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]Informational Writing	Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts [repeated]Informational Writing
Content point	Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing		Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing	Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair testInformational Writing
Focus area	Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02
Term	Term 5	Term 6	Term 7	Term 8
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 Innovation Design Thinking Stages	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 Thinking
Content point		Generate, develop and communicate design ideasDesign, Production and Innovation Design Thinking Stages
Content point		Test construction methods and materials to build a designed modelDesign, Production and Innovation Design Thinking Stages
Content point		Build, test and evaluate a designed modelDesign, Production and Innovation Design Thinking Stages
Content point		Research processes used to provide food and clothing [each year]Study and Research Skills Farming and Food Production Textiles
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 Thinking	Not planned for this Term	Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and Programming	Select, enter and represent different types of data using digital tools [each year]Representing and Handling Data
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 Symbols Introduction to GraphsSeries Computational Thinking

Term 1

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

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 – biosphereEarth
Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphereEarth Biosphere Atmosphere
Describe the relationship between habitat, ecosystem and environmentBiosphere
Observe and describe living and non-living things in a habitatHabitats
Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plantsSoil Science Inquiry
Describe how Aboriginal and/or Torres Strait Islander Peoples’ Practices support habitats to surviveFood Chains and Webs
Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabularySoil
Describe ways in which plants and animals depend on each other for survivalBiosphere

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]Nouns
Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair test [repeated]Informational Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Thinking
Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct [each year]Computational Thinking

Term 2

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

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 Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Innovation Design Thinking Stages
Generate, develop and communicate design ideasDesign, Production and Innovation Design Thinking Stages
Test construction methods and materials to build a designed modelDesign, Production and Innovation Design Thinking Stages
Build, test and evaluate a designed modelDesign, Production and Innovation Design Thinking Stages
Research processes used to provide food and clothing [each year]Study and Research Skills Farming and Food Production Textiles

Digital systems can be created and controlled

Design algorithms that use branching and iteration to document and program a procedure [each year]Coding and Programming
Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose [each year]Coding and Programming
Select, enter and represent different types of data using digital toolsComputational Thinking

Term 3

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

Forces shape Earth’s surface

Investigate Aboriginal Dreaming Stories and Torres Strait Islander Legends about the formation of landscapes and landformsFirst Nations Dreaming
Explain how the forces produced by wind, water and living things weather rocksErosion and Weathering
Research and describe the changes to the landscape caused by earthquakes and volcanoesEarthquakes Volcanoes
Research, describe and model the internal structure of EarthEarth
Describe and model how forces produced by moving water cause erosionErosion and Weathering

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 Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

Body systems work together to enable movement

Recognise that all animals are either invertebrates with no spine, or vertebrates with a spineClassifying Animals
Compare ways invertebrates and vertebrates move on land, in water and in the skyClassifying Animals Invertebrates
Recognise that the human muscular and skeletal systems work together to enable movementThe Musculoskeletal System
Identify parts of the human skeleton that offer protection and supportThe Musculoskeletal System
Model how bones, muscles and joints work together to cause movementThe Musculoskeletal System

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]Nouns
Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect [each year]Sentences

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

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 Moon
Research how energy from the Sun is usedThe Sun and Moon
Describe features of our solar system using multimodal representationsSolar System
Demonstrate that gravity is a force of attraction between objects and EarthGravity
Recognise that the force of gravity keeps Earth, moons and planets in their positions in the solar systemThe Earth, Sun and Moon Gravity
Research cultural references to the solar system including Aboriginal and/or Torres Strait Islander Knowledges of the night skyFirst Nations Dreaming First Nations Science and Technology

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]Nouns
Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Thinking
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 Symbols Introduction to GraphsSeries Computational Thinking

Term 6

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

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 processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Innovation Design Thinking Stages
Generate, develop and communicate design ideasDesign, Production and Innovation Design Thinking Stages
Test construction methods and materials to build a designed modelDesign, Production and Innovation Design Thinking Stages
Build, test and evaluate a designed modelDesign, Production and Innovation Design Thinking Stages
Research processes used to provide food and clothing [each year]Study and Research Skills Farming and Food Production Textiles

Digital systems can be created and controlled

Not planned for this Term

Term 7

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

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 Materials
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 Matter
Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabularyStates of Matter
Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing stateStates of Matter

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 Writing
Use notes, diagrams, flow charts and annotations to support understanding and explain processes [repeated]Informational Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Programming

Term 8

Physical and living systems depend on energyST2-SCI-01ST2-PQU-01ST2-DAT-01

Heat energy can be transferred

Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiationHeat
Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees CelsiusHeat
Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energyReflection and Refraction
Describe how the properties of materials and transfer of heat energy impact everyday lifeHeating and Cooling

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 Writing
Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair testInformational Writing

Design processes and digital systems are used to create solutionsST2-DDT-01ST2-DDT-02

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 Thinking

Digital systems can be created and controlled

Select, enter and represent different types of data using digital tools [each year]Representing and Handling Data

Stage 3, terms 1–4: content points by term, with matched ClickView resources
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 Climate Weather	Identify the main organs and their functions in the human digestive, respiratory and circulatory systemsThe Human Body	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 energyCircuits	Identify renewable and non-renewable energy sourcesRenewable Resources Non-Renewable Resources
Content point	Describe the differences between climate and weatherWeather and Climate Weather	Recognise that the human digestive, respiratory and circulatory systems work togetherThe Human Body	Plan and construct simple electrical circuits to model the transfer and transformation of energyCircuits	Research and present information describing the impact on resources and the environment of using a renewable or a non-renewable resource to generate electricityRenewable Resources Non-Renewable Resources
Content point	Research the effects of natural events on the atmosphereWeather and Climate Weather	Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activityWorking Scientifically	Pose questions, identify variables and safely conduct fair tests to identify materials that act as electrical conductors or insulatorsElectricity
Content point	Explain the effects of natural events and human activities on climateWeather and Climate Weather	Investigate how structural and behavioural adaptations in humans aid survivalWorking Scientifically	Explain how electrical insulators can ensure electrical safety in everyday lifeElectricity
Focus area	Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02
Term	Term 1	Term 2	Term 3	Term 4
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 Stages	Not planned for this Term
Content point			Develop design ideas to build a prototype using design criteria [each year]The Design Process
Content point			Test, evaluate and modify the prototype to meet the design criteria [each year]The Design Process
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 Technologies Representing and Handling Data	Explore how and why data can be represented as binary code and in other formsCoding and Programming	Connect components in a digital system to collect dataDigital Technologies	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 Programming	Use collected data to create an algorithm to perform a functionCoding and Programming
Content point		Evaluate a digital system that accepts and displays information
Focus area	Creating written texts in Science and TechnologyST3-CWT-01
Term	Term 1	Term 2	Term 3	Term 4
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 Recounts	Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research Skills	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]Sentences	Acknowledge sources of information used in own texts [repeated]Research Skills		Acknowledge sources of information used in own texts [repeated]Research Skills

Stage 3, terms 5–8: content points by term, with matched ClickView resources
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 environmentsAdaptations Ants Bees	Explain how recyclable, reusable, renewable, biodegradable and compostable materials enhance sustainabilitySustainable Energy Renewable Resources Managing Earth's Resources	Recognise stars, galaxies, nebulae, exoplanets and black holes as astronomical features that exist beyond our solar systemStars Black Holes, Asteroids and Comets	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 Goals Renewable Resources Working Scientifically
Content point	Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plantsAdaptations Structure of a Plant	Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the sameWorking Scientifically	Research how living things can travel and survive in spaceSpace Exploration Artemis II
Content point	Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystemFood Chains and Webs	Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair testsWorking Scientifically	Examine the development of our knowledge through discoveries and technologies, and how these benefit humankindTelescopes and Satellites
Content point	Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystemEndangered Animals Australian Animals	Investigate ways to collect and process waste to reduce pollution or increase the sustainable use of materialsPlastic Waste E-Waste	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 Dreaming First Nations Science and Technology
Content point	Examine evidence that environments have changed over time and continue to changeAdaptations Habitats	Create and communicate a plan to implement a sustainable practice in a community that addresses an identified environmental concernPlastic Waste E-Waste
Content point	Describe how Aboriginal and/or Torres Strait Islander Peoples’ sustainable Practices continue to protect the environmentFirst Nations Science and Technology
Focus area	Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02
Term	Term 5	Term 6	Term 7	Term 8
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 Stages
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 Design
Content point		Develop design ideas to build a prototype using design criteria [each year]Product Design		Test, evaluate and modify the prototype to meet the design criteria [each year]The Design Process
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 Programming
Content point				Create, test and modify algorithms as visual programs that include branching and iterationComputational Thinking
Content point				Use collected data to create an algorithm to perform a functionComputational Thinking
Content point				Evaluate a digital system that accepts and displays informationArtificial Intelligence
Content point				Connect components in a digital system to collect dataDigital Technologies
Focus area	Creating written texts in Science and TechnologyST3-CWT-01
Term	Term 5	Term 6	Term 7	Term 8
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 Recounts	Use nominalisations to convey scientific and technological concepts and processes succinctly [each year]Reports and Recounts Elmore'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 Skills
Content point		Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]Sentences	Acknowledge sources of information used in own texts [repeated]Research Skills
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 Skills

Term 1

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

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 Climate Weather
Describe the differences between climate and weatherWeather and Climate Weather
Research the effects of natural events on the atmosphereWeather and Climate Weather
Explain the effects of natural events and human activities on climateWeather and Climate Weather

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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 Technologies Representing and Handling Data
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]Sentences

Term 2

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

Body systems coordinate for survival

Identify the main organs and their functions in the human digestive, respiratory and circulatory systemsThe Human Body
Recognise that the human digestive, respiratory and circulatory systems work togetherThe Human Body
Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activityWorking Scientifically
Investigate how structural and behavioural adaptations in humans aid survivalWorking Scientifically

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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 Programming
Create, test and modify algorithms as visual programs that include branching and iterationCoding and Programming
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 Recounts
Acknowledge sources of information used in own texts [repeated]Research Skills

Term 3

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

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 energyCircuits
Plan and construct simple electrical circuits to model the transfer and transformation of energyCircuits
Pose questions, identify variables and safely conduct fair tests to identify materials that act as electrical conductors or insulatorsElectricity
Explain how electrical insulators can ensure electrical safety in everyday lifeElectricity

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

Design processes explore opportunities and develop solutions

Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking Stages
Develop design ideas to build a prototype using design criteria [each year]The Design Process
Test, evaluate and modify the prototype to meet the design criteria [each year]The Design Process

The future can be shaped by building and connecting digital systems

Connect components in a digital system to collect dataDigital Technologies
Use collected data to create an algorithm to perform a functionCoding and Programming

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 Skills

Term 4

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

Electrical energy can be transferred and transformed

Identify renewable and non-renewable energy sourcesRenewable Resources Non-Renewable Resources
Research and present information describing the impact on resources and the environment of using a renewable or a non-renewable resource to generate electricityRenewable Resources Non-Renewable Resources

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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 Skills

Term 5

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

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 environmentsAdaptations Ants Bees
Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plantsAdaptations Structure of a Plant
Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystemFood Chains and Webs
Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystemEndangered Animals Australian Animals
Examine evidence that environments have changed over time and continue to changeAdaptations Habitats
Describe how Aboriginal and/or Torres Strait Islander Peoples’ sustainable Practices continue to protect the environmentFirst Nations Science and Technology

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

A fixed amount of usable matter makes up all the material on Earth

Explain how recyclable, reusable, renewable, biodegradable and compostable materials enhance sustainabilitySustainable Energy Renewable Resources Managing Earth's Resources
Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the sameWorking Scientifically
Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair testsWorking Scientifically
Investigate ways to collect and process waste to reduce pollution or increase the sustainable use of materialsPlastic Waste E-Waste
Create and communicate a plan to implement a sustainable practice in a community that addresses an identified environmental concernPlastic Waste E-Waste

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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 Design

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 Recounts
Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation [each year]Sentences
Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution [repeated]Research Skills

Term 7

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

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 systemStars Black Holes, Asteroids and Comets
Research how living things can travel and survive in spaceSpace Exploration Artemis II
Examine the development of our knowledge through discoveries and technologies, and how these benefit humankindTelescopes and Satellites
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 Dreaming First Nations Science and Technology

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

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 Recounts Elmore's Grammar WorkshopSeries
Acknowledge sources of information used in own texts [repeated]Research Skills

Term 8

Knowledge of our world and beyond inspires sustainable solutionsST3-SCI-01ST3-PQU-01ST3-DAT-01

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 Goals Renewable Resources Working Scientifically

Design and digital technologies engineer sustainable solutionsST3-DDT-01ST3-DDT-02

Design processes explore opportunities and develop solutions

Collect data about a user need to generate design criteria for sustainable solutions [each year]Design Thinking Stages
Develop design ideas to build a prototype using design criteria [each year]Materials in Design
Test, evaluate and modify the prototype to meet the design criteria [each year]The Design Process

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 Programming
Create, test and modify algorithms as visual programs that include branching and iterationComputational Thinking
Use collected data to create an algorithm to perform a functionComputational Thinking
Evaluate a digital system that accepts and displays informationArtificial Intelligence
Connect components in a digital system to collect dataDigital Technologies

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 Skills

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