1. Science Delivery Opportunities Levels 7 – 10 Victorian Curriculum F–10 Online professional learning session Maria James Science Curriculum Manager

2. Session aims Summarise key features of the Victorian Curriculum with a focus on secondary school (Levels 7-10) changes and opportunities for Science Present an overview of assessment and reporting Consider different structures and opportunities for delivering secondary Science within the Victorian Curriculum F-10 Your filter: Can this work/value-add for me?

3. Victorian Curriculum F - 10 design and structure The Victorian Curriculum F - 10 is: derived from the Australian Curriculum comprised of eight learning areas and four capabilities, with each learning area/capability having their own content descriptions and achievement standards. Learning areasCapabilities EnglishCritical and Creative Thinking MathematicsPersonal and Social Capability Science Intercultural Capability Health and physical education Ethical Capability Humanities and social sciences (History, Geography, Civics and Citizenship, and Business and Economics) Languages The Arts Technologies (Design and Technologies, and Digital Technologies)

4. STATUS OF CURRICULUM COMPONENTS Band descriptions advisory Content descriptions mandated Elaborations Achievement standards mandated advisory

5. Curriculum and Resources Curriculum 2016 school choice between AusVELS and Victorian Curriculum F - 10 Victorian Curriculum F - 10 from 2017 Resources General advice Specific curriculum advice Curriculum planning templates: whole-school; curriculum area; year level; units; samples Bookmark and check for updates Evolving: email science feedback and suggestions to james.maria.m@edumail.vic.gov.au http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

6. Take a web tour Three tours: Overview of the website The introduction section Using the view and filter options

7. Key features of the Science curriculum

8. Science structured in bands F-2 3-4 5-6 7-8 9-10 The science curriculum is represented in two- or three-year level bands on a continuum, similar to other learning areas An achievement standard is provided for each band “Banding” of levels provides greater flexibility for schools in curriculum organisation and delivery Towards Foundation Levels A–D support students with a disability

9. Science curriculum framework Australian Curriculum and AusVELS Science Victorian Curriculum F - 10 Science StrandSub-strandStrandSub-strand Science Understanding Biological sciences Science Understanding Science as a human endeavour Chemical sciences Biological sciences Earth and space sciencesChemical sciences Physical sciencesEarth and space sciences Science as a Human Endeavour Nature and development of science Physical sciences Use and influence of science Science Inquiry Skills Questioning and predicting Science Inquiry Skills Questioning and predicting Planning and conducting Recording and processing Processing and analysing data and information Analysing and evaluating Evaluating Communicating

10. Science skills F - 12 continuum Victorian Curriculum F - 10 Science Inquiry Skills VCE key science skills Questioning and predictingDevelop aims and questions, formulate hypotheses and make predictions Planning and conductingPlan and undertake investigations Comply with safety and ethical guidelines Conduct investigations to collect and record data Recording and processingConduct investigations to collect and record data Analysing and evaluatingAnalyse and evaluate data, methods and scientific models Draw evidence-based conclusions CommunicatingCommunicate and explain scientific ideas

11. Biological sciences changes LevelAC/AusVELS content description Victorian Curriculum F-10 content descriptions 9-10Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in the environment An animal's response to a stimulus is coordinated by its central nervous system (brain and spinal cord); neurons transmit electrical impulses, and are connected by synapses A new content description has been added to highlight the importance of the central nervous system in control and regulation and to enable psychological understandings and methodologies to be developed.

12. Chemical sciences changes Level AC/AusVELS content descriptions Victorian Curriculum F - 10 content description 7-8Differences between elements, compounds and mixtures can be described at a particle level Differences between elements, compounds and mixtures can be described by using a particle model 9-10Different types of chemical reactions are used to produce a range of products and can occur at different rates Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions can be represented by balanced chemical equations

13. Earth and space sciences: no changes!

14. Physical sciences changes Levels 7-8 Level AC/AusVELS content description Victorian Curriculum F - 10 content descriptions 7-88: Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum, which is part of a larger spectrum of radiation The properties of sound can be explained by a wave model

15. Physical sciences changes Levels 9-10 Level AusVELS content descriptions Victorian Curriculum F - 10 content descriptions 9-10 9: Energy transfer through different mediums can be explained using wave and particle models  Electric circuits can be designed for diverse purposes using different components; the operation of the circuits can be explained by the concepts of voltage and current  The interaction of magnets can be explained by a field model; magnets are used in the generation of electricity and the operation of electric motors 10: Energy conservation in a system can be explained by describing energy transfers and transformations  Energy flow in Earth's atmosphere can be explained by the processes of heat transfer 10: The motion of objects can be described and predicted using the laws of physics  The description and explanation of the motion of objects involves the interaction of forces and the exchange of energy and can be predicted using the laws of physics

16. AusVELS strand → new VC sub-strand: Science as a human endeavour LevelLevels 7-10 content descriptions 7-8  Scientific knowledge and understanding of the world changes as new evidencebecomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science  Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations. 9-10  Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community  Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries  The values and needs of contemporary society can influence the focus of scientific research.

17. Why combine SHE and SU? SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions What conceptual understandings and skills are involved in teaching the following content description? Plant and animal cell differences – cell wall or not microscopy Cell parts: nucleus; ER; vacuoles; chloroplasts etc Comparison with ‘dead’ things Cell types: e.g. blood; muscle; stem Diffusion; active transport Measurement and scale applications

18. Why combine SHE and SU? Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Scientific knowledge and understanding of the world changes as new evidence becomes available Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Scientific knowledge and understanding of the world changes as new evidence becomes available Examples: 3 types of modern microscopes – optical, electron and scanning probe microscopes Can look at living tissues and cells in situ: what is happening in diseased cells? Different types of cancer cells, e.g. skin cancer: effectiveness of sunscreens/ issues with nanoparticles in sunscreens Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions

19. Why combine SHE and SU? Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions Examples: Fiona Wood and Marie Stoner’s work on ‘spray on skin’ Scientific collaborative groups such as Diabetes Research Institute Federation seeking to find diabetes cure Interdisciplinary knowledge needed to research bacterial resistance to antibiotics.

20. Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations Add ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations Why combine SHE and SU? Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions Content description: SU Levels 7-8: Cells are the basic units of living things and have specialised structures and functions Examples: Cloning – what has happened to Dolly the sheep and other clones? Is human cloning ethical? Research: scientists may have found a hormone that reverses cell aging in humans – should people live to 200 years of age? GM foods/ stem cell therapies – what are the issues?

21. SU Levels 7-8: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Are methods for ocean oil spills removal safe? Effective? Would you build a new sewerage plant in your suburb? Would you drink the treated water? SU Levels 7-8: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Are methods for ocean oil spills removal safe? Effective? Would you build a new sewerage plant in your suburb? Would you drink the treated water? SU Levels 7-8: Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales Are some types of rock better for different purposes? What makes some minerals more valued than others? Should mining be restricted? Is remediation of mine sites effective? SU Levels 7-8: Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales Are some types of rock better for different purposes? What makes some minerals more valued than others? Should mining be restricted? Is remediation of mine sites effective? Why combine SHE and SU? Start with ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations Start with ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations

22. Why combine SHE and SU? SU Levels 7-8: Water is an important resource that cycles through the environment How ‘pure’ are our water supplies? Is the fluoridation of water supplies justified? What personal actions and/or legislation can be taken to conserve water? Can solar energy be utilised to purify water? SU Levels 7-8: Water is an important resource that cycles through the environment How ‘pure’ are our water supplies? Is the fluoridation of water supplies justified? What personal actions and/or legislation can be taken to conserve water? Can solar energy be utilised to purify water? SU Levels 7-8: The properties of sound can be explained by a wave model How loud is ‘too loud’? How effective are different materials in soundproofing? Different headphones? How does sound travelling through different media (pure water, salt water, air, glass, brick, styrofoam) compare? How can your school gymnasium be redesigned to hold a music concert? SU Levels 7-8: The properties of sound can be explained by a wave model How loud is ‘too loud’? How effective are different materials in soundproofing? Different headphones? How does sound travelling through different media (pure water, salt water, air, glass, brick, styrofoam) compare? How can your school gymnasium be redesigned to hold a music concert? Start with ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations Start with ‘science as a human endeavour’ content description: SHE Levels 7-8: Solutions to a range of contemporary issues can be found using science and technology but may impact on other areas of society and involve ethical considerations

23. Question: Can our school offer stand-alone Psychology at Years 9 and 10? Schools are able to package curriculum elements in ways that best meet their needs. Example 1: Entirely within a “science” construct: Science Understanding: Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in the environment; An animal's response to a stimulus is coordinated by its central nervous system (brain and spinal cord); neurons transmit electrical impulses, and are connected by synapses; Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community; Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries; The values and needs of contemporary society can influence the focus of scientific research Science Inquiry Skills: Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables; Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types; Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability; Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data; Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence; Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific ways to improve the quality of data; Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

24. Question: Can our school offer stand-alone Psychology at Years 9 and 10? Schools are able to package curriculum elements in ways that best meet their needs. Example 2: Utilising different elements of the Victorian Curriculum F - 10, for example: Science – selected elements of the Science Understanding (related to central nervous system and its role in coordination) and Science Inquiry Skills strands (related to designing, undertaking and reporting on investigations) Health and Physical Education – selected elements related to mental health and wellbeing Personal and Social Capability – selected elements related to social psychology such as interpersonal relationships and communication Ethical capability – selected elements related to ethical experimentation and use of human/animal subjects Mathematics – selected elements related to statistical analysis.

25. Question: Is our school required to teach all the content descriptors? The content descriptions and achievement standards have been nationally agreed as an entitlement for all Australian students The Victorian Curriculum includes tweaking of content descriptions and achievement standards for improved clarity The achievement standards can be mapped as continua → increased flexibility for delivery Science content may be delivered outside the science classroom Year 9/10 core/options provide further delivery flexibility.

26. Secondary delivery options Year-by-year Vertical groupings: 7&8 and 9&10; 7-9 and 10 Extended “Science Inquiry Skills” project of student interest: primary and/or secondary data to extend an area of interest Reconfiguration of school subject offerings: some time currently allocated to Science/ Maths/ Technologies may be reconfigured as a STEM/problem-solving unit of work (intensive/ once a week for a term) Forces/motion linked to driver education Body systems linked to First Aid certificate MasterChef applications of chemical reactions and rates of reactions Year 7 to 10 ecological understandings/skills developed at camp Some content in ‘flipped classroom’ approach, for example genetic diseases and links to ‘Jeans for genes’ charities.

27. Assessment and reporting Achievement standards outline what the student is able to do Achievement standards are based on the content descriptions Reporting in Victoria will be against the achievement standards Achievement standards considered as a continuum of learning, not an age-determined set of expectations Different students will be working towards achievement standards at different levels Teaching and learning activities and assessment tasks can be differentiated to suit learning needs, including complexity of issues or contexts Students demonstrate what they are able to do through the products they present for assessment Assessment can be used to adjust teaching PLEASE NOTE: Sectors set specific reporting requirements Transition from AusVELS Science to Victorian Curriculum F-10 Science will require a break in the data

28. Relationship between content descriptions and achievement standards: chemical sciences LevelsContent descriptionAchievement standard 5-6Solids, liquids and gases behave in different ways and have observable properties that help to classify them Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting Compare properties and behaviours of solids, liquids and gases… Compare observable changes to materials and classify these changes as reversible or irreversible. 7-8The properties of the different states of matter can be explained in terms of the motion and arrangement of particles Differences between elements, compounds and mixtures can be described by a particle model Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Chemical change involves substances reacting to form new substances Use the particle model to predict, compare and explain the physical and chemical properties and behaviours of substances… Describe and apply techniques to separate pure substances from mixtures… Provide evidence for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation.

29. Example of progression of scientific concepts LevelsConceptual progression related to physical and chemical properties F-2Describe the properties, behaviour, uses of familiar materials and objects… Identify and describe the changes to objects, materials, resources… 3-4Explain how heat is involved in changes of state between solid and liquid… Link physical properties of materials to their use 5-6Compare properties and behaviours of solids, liquids and gases… Compare observable changes to materials and classify these changes as reversible or irreversible 7-8Use the particle model to predict, compare and explain the physical and chemical properties and behaviours of substances… Provide evidence for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation 9-10Explain how similarities in the chemical behaviour of elements and their compounds and atomic structures are represented in the way the periodic table has been constructed… compare the properties of a range of elements representative of the major groups and periods in the periodic table

30. Example of progression of scientific skills LevelsConceptual progression related to data generation and recording F-2Use informal measurements in the collection and recording of observations… Use a range of methods, including… provided tables to sort information 3-4Use formal measurements in the collection and recording of observations… Use a range of methods including… column graphs to represent data and identify patterns… 5-6Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data 7-8Construct and use a range of representations …to record and summarise data from students’ own investigations …, and to represent and analyse patterns and relationships 9-10Construct and use a range of representations … to record and summarise data…, to represent qualitative and quantitative relationships in data, and distinguish between discrete and continuous data

31. Planning for progression in learning Levels 7-8: Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge What will you teach to progress the student’s learning? Levels 9-10: Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables By the end of Level 8 students identify and construct questions and problems that they can investigate scientifically and make predictions based on scientific knowledge. What will the students be able to demonstrate as they are progressing towards the standards? By the end of Level 10 students develop questions and hypotheses that can be investigated using a range of inquiry skills.

32. Using ‘backward design’ in developing learning and assessment tasks Using a ‘backward design’ approach to developing learning and assessment tasks assists in better alignment between content descriptions, learning and assessment tasks and achievement standards: StepsAction 1Review the content descriptions and the achievement standards at and below current teaching level and identify the key knowledge and key skills that students will be expected to develop 2Imagine what it will look like when students develop the identified knowledge and skills and use this to develop assessment task/s 3Develop an assessment rubric 4Select appropriate learning activities that will lead students towards achieving desired outcomes 5Determine student preconceptions and refine learning activities to suit

33. Reporting No centrally-prescribed single template so that schools will not be constrained by a one-size- fits-all approach Schools have the flexibility to determine, in partnership with students, parents and the local community, the timing and format of their reports Schools expected to report student achievement to parents every year in Science from Year 3 onwards against the F-10 achievement standards, including identifying areas of strength and improvement for each individual student. www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx

34. Models of science delivery: How is science delivered in your school? Models of science delivery: How is science delivered in your school? ACARA have produced secondary school STEM case studies in “ACARA STEM Connections Project Report” June 2016: http://www.acara.edu.au/docs/default-source/default-document-library/29062016- stem-connections-report.pdf http://www.acara.edu.au/docs/default-source/default-document-library/29062016- stem-connections-report.pdf

35. Primary and secondary views of science 72% Year 6 48.5% Year 9 Proportion of Year 6 and Year 9 students who think science is important Source (adapted): Victorian Auditor-General’s Office, 2012

36. Education State Targets Goal: Learning for life AmbitionTargets More students excel in reading and mathematics Over the next 5 years for Year 5, and the next 10 years for Year 9, 25% more students will be reaching the highest levels of achievement in reading and mathematics (NAPLAN) More students excel in scientific literacy Over the next 10 years, there will be a 33% increase in the proportion of 15-year-olds reaching the highest levels of achievement in scientific literacy (PISA) More students excel in the arts Over the next 10 years, more Victorian students will reach the highest levels of achievement in the arts (VC, by Dec 2016) More students develop strong critical and creative thinking skills Over the next 10 years, more Victorian students will reach the highest levels of achievement in critical and creative thinking (VCAA Critical and Creative Thinking online assessment. Baseline and target to be identified by Dec 2016) Source: The Education State: Schools, 2015

37. What is happening in your school? Is Science taught as a ‘stand-alone’ learning area? Is Science linked to teaching in other disciplines or capabilities? Is Science compulsory at all Levels 7-10? Are Science ‘options’ available? Is Science taught as project-based learning modules? Individualised inquiry? How is the Science program arranged (for example, terms, semesters, blocks, a multidisciplinary/integrated program)? How is Science scheduled at Levels 7&8, and 9 & 10? Is Science included in the co-curricular program (for example, camps, family science nights, science club, science/medical fund-raising)? Is Science an integral part of whole school events or projects (for example, energy audits, environmental remediation, solar car challenge)? Is Science connected to science in the community (for example, community science data collection projects, environmental projects)? Is Science taught by specialists (for example, Physics taught by Physics specialist? Does a science discipline specialist teach all science disciplines?)

38. Block scheduling an approach to secondary school timetabling where students have fewer classes generally three approaches: hybrid (5 classes per day, between 51-90 minutes in length) A/B (classes of 70-90 minutes each for 3 or 4 different subjects every alternating day) 4x4 (4 blocks of 80-90 minute classes in one day; students take 4 subjects in one term) Blocking in general has an effect size (refer to work of John Hattie) of 0 months. In science, the A/B approach shows an effect size of 2-5 months additional progress, dependent on teachers adapting to longer times. http://australia.teachingandlearningtoolkit.net.au/toolkit/

39. “In the new work order, young people will need excellent enterprise skills – digital literacy, critical thinking, creativity, financial savvy, flexibility, the ability to collaborate, self sufficiency – to survive and thrive in a radically altered economy.” The Age, 3 May 2016

40. Enterprise skills The demand for enterprise skills has been rising over the past three years (2012-2015): 212% increase in digital literacy 158% increase in critical thinking 65% increase in creativity 26% increase in problem solving 25% increase in presentation skills 19% increase in team work 15% increase in building effective relationships 12% increase in communication skills 7% increase in financial literacy

41. PISA Data for Enterprise Skills Among Australia’s 15-year-olds: 35% demonstrated low proficiency in problem solving 27% demonstrated low proficiency in digital literacy 29% demonstrated low proficiency in financial literacy Discussion: To what extent does your school’s science program develop ‘enterprise skills’?

42. Capabilities Science and the capabilities: an approach to whole school planning Whole school planning Critical and creative thinking Intercultural capability Ethical capability Personal and social capability Extra- curricular program *Note: combining mapping for all 8 learning areas should ensure coverage of all elements of the capabilities School ethos *Specific learning area mapping: Identify which elements of each capability is: (a) important for enhancing learning in the area (b) moderately important (c) irrelevant *Specific learning area mapping: Identify which elements of each capability is: (a) important for enhancing learning in the area (b) moderately important (c) irrelevant

43. Why ‘capabilities’? Australian curriculum ‘general capabilities’: ‘general capabilities’ act as ‘enablers’ for other learning areas no achievement standards Victorian curriculum ‘capabilities’: treated as areas of learning in their own right and hence they are reported on achievement standards written to enable reporting

44. Sustainability principles Conservation of biological diversity Sustainable use of resources Precautionary principle ‘User pays’ principle Inter-generational equity Intra-generational equity ‘Triple bottom line’ – environmental, economic and social impacts.

45. Sustainability Sustainability has been embedded in the science curriculum through inclusion of specific sustainability principles, for example at levels 7-8: PrincipleExample content description Conservation of biological diversity and ecological integrity Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity Efficiency of resource use Some of Earth’s resources are renewable, but others are non- renewable Water is an important resource that cycles through the environment …devices can change energy from one form to another Triple bottom line accountabilities User pays principle Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations The Science curriculum also provides opportunities for further sustainability principles such as precautionary principle and inter- and intra-generational equity to be applied.

46. Which nations contribute most to climate change? RankFossil fuel and cement CO 2 emissions All greenhouse gas emissions Emissions per capita Historical emissions Historical emissions per capita 1China QatarUSALuxembourg 2USA ChinaUK 3IndiaBrazilAustraliaRussiaUSA 4RussiaIndonesiaRussiaGermanyBelgium 5JapanRussiaGermanyUKCzech Republic 6GermanyIndiaUKJapanGermany 7South KoreaJapanChinaFranceEstonia 8CanadaGermanyWorld averageIndiaCanada 9IndonesiaCanadaIndiaCanadaKazakhstan 10Saudi ArabiaMexicoAfrica averageUkraineRussia Data extracts from Netherlands Environment Agency, 2011; World Resources Institute

47. Which nations contribute most to climate change? What information do you need to form an opinion? Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere Chemical reactions, including combustion and the reactions of acids, are important in both living and non-living systems and involve energy transfer Which criteria would you use to form an opinion? Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence Use knowledge of scientific concepts to evaluate investigation conclusions, including the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and suggesting ways to improve the quality of data Levels 9-10 Science content descriptions

48. Which nations contribute most to climate change? Critical and creative thinking continuum LevelsContent descriptions 3-4Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses 5-6Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals 7-8Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals 9-10Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability

49. Group/class discussion: So…...which nations contribute most to climate change?.... …and how could a global ‘carbon tax’ be fairly determined and applied?

50. STEM learning in schools “STEM education is a term used to refer collectively to the teaching of the disciplines within its umbrella – science, technology, engineering and mathematics – and also to a cross-disciplinary approach to teaching that increases student interest in STEM-related fields and improves students’ problem solving and critical analysis skills.” National Stem School Education Strategy Education Council, 2015

51. Curriculum opportunities for STEM The Victorian Curriculum is based on eight learning areas and four capabilities: STEM directly involves a number of these learning areas and capabilities. Learning areasCapabilities EnglishCritical and creative thinking MathematicsPersonal and social capability ScienceIntercultural capability Health and physical education Ethical capability Humanities and social sciences (History, Geography, Civics and citizenship; Business and economics) Languages The Arts Technologies (Design and Digital Technologies) The Office of the Chief Scientist has produced a list of STEM resources ‘STEM Programme Index 2016’ at https://www.teachermagazine.co m.au/files/SPI2016.pdf The Office of the Chief Scientist has produced a list of STEM resources ‘STEM Programme Index 2016’ at https://www.teachermagazine.co m.au/files/SPI2016.pdf

52. Scientific method Technology – design thinking Engineering process STEM Ask a questionDesign brief: client needs, purpose, target audience, context and constraints Define the problemAsk Background research Research – information is collected for inspiration, investigation and analysis Background research Specify requirements Formulate a hypothesis Generation of ideas – application of research, information and inspiration when creating design ideas Brainstorm, evaluate and choose a solution Imagine Plan Test with an experiment Development of conceptsDevelop and prototype a solution Create Troubleshoot procedures and improve RefinementTest solution and improve Evaluate and improve Analyse data and conclusions CommunicateResolution of presentationsCommunicate resultsCommunicate

53. STEM-ifying Science How is Goldilocks linked to STEM? STEM Acronym = Science + Technology + Engineering + Mathematics Science enables an understanding of the concepts involved in the issue, mathematics enables quantification of the concepts and engineering and technology enable solutions to be generated Operationalised in schools: a goal of STEM is to provide students with real-world problems STEM includes the “Critical and Creative thinking” capability Goldilocks wanted porridge that was not too hot and not too cold. Is there an ideal temperature at which to eat porridge …or… chocolate? Goldilocks wanted a chair that was not too big and not too small. Is there an ideal chair size…or bowl or cup size?

54. Goldilocks STEM activity Challenge: Using only paper and tape can you build a chair that supports a stuffed toy? Key skills: creative thinking critical thinking decision making evaluation problem solving scientific experimentation synthesis Outcomes: physical product criterion-based performance report Outcomes: physical product criterion-based performance report Extension: Can you build a chair that adjusts to rag dolls of different heights so that their feet can touch the ground?

55. STEM inquiry: Little Miss Muffett Choose an inquiry question – extension science or STEM? Are all types of spiders equally scary? Design, make and evaluate a ‘friendly’ spider. Do ‘curds and whey’ attract spiders? Design and construct an effective spider trap without killing the spider. Design procedures for an experiment to safely test for beneficial uses of spider venom. What do spiders need to survive? Design and construct a viewable ‘spider house’ including automated food/water delivery and temperature control Pre-inquiry activity to develop STEM understanding and skills, for example “Is this a new insect?” activity (Science/Maths) Introduction to inquiry and transferability of science/maths skills: Is spider leg-to-body-length ratio related to a spider’s speed…or classification category? Introduction to design task: behind the scenes ‘zoo design’ / anti-venom development/ automated systems STEM inquiry

56. Is this a new insect? Science links to Mathematics The remains of a fossilised insect (minus two legs) was found in a sandstone formation in South-West Victoria. Task: Identify possible classification orders to which the insect may belong by comparing the following body part ratios to those of known insect orders (head to total body; thorax to total body; abdomen to total body; head to thorax; head to abdomen; thorax to abdomen) Levels 7-8 Science: There are differences within and between groups of organisms; classification helps organise this diversity Level 7 Mathematics: recognise and solve problems involving simple ratios Level 8 Mathematics: investigate terminating and recurring decimals. Is this a new insect?

57. Cross-peer learning: science links to music Levels F-2 students: self-select to construct a wind, percussion or string instrument from household materials (empty or full food cans; bottles or jars; pots; pans; rubber bands; string; combs; hammers; cardboard tubes etc) work in a ‘wind’, ‘percussion’ or ‘string’ group to test materials and the sounds they produce, sharing ideas and reflecting/ providing comments about each others’ findings, and to construct their own final instrument form a ‘band’ of at least four members, name their group, select a nursery rhyme or folk song to play, and prepare for a class concert. Levels 7-8 students: use oscilloscopes to explore sound wave patterns produced by a variety of musical instruments differentiate between sounds produced by wind/ percussion/ string instruments work with Year F-2 students as wind/ percussion/ string experts in preparation for a class concert. Levels 7-8 Science: The properties of sound can be explained by a wave model Set of student-constructed string instruments Levels F-2 Science: Light and sound are produced by a range of sources and can be sensed. Levels 1-2 Music: Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community. Class concert

58. Models of science delivery: Could they be relevant in your school situation? Source: The New Basics: Big data reveals the skills young people need for the New Work Order, Foundation for Young Australians, fya.org.au, 2016 Models of science delivery: Could they be relevant in your school situation? Source: The New Basics: Big data reveals the skills young people need for the New Work Order, Foundation for Young Australians, fya.org.au, 2016

59. Model 1: Frankston High School Entrepreneurship and innovation in a Victorian school Program description: Innovating in the 21 st century – a Year 9-10 course giving students 4 hours per week to build their own start-up Students design and execute a project that contributes to the good of the school, local or global community Focus on work futures and required skills: team building, collaboration, productivity techniques and mindfulness

60. Model 2: Matthew Moss High School (UK) Project-based learning in a UK school Program description: My World curriculum – allowing Year 7/8 student teams to work one day per week on a research project: Teachers first introduce a challenge, which can vary from launching an egg as high as possible and returning it to Earth without breaking or responding to a natural disaster, to investigating histories of migration Students then gather information about the topic, write a research proposal and, after the proposal is approved by the teacher, conduct the research throughout the school year

61. Model 3: Breidablikk Lower Secondary School Business partnerships with school in Norway Program description: ‘Building and Living’ – a 3-year practical building project: Students build houses on a 1:20 scale Students play the role of builder, gardener, electrician, bank employee, real estate agent and others To this end, the school co-operates with representatives of different businesses Students use the same digital tools that architects use, and houses are connected to electricity and furnished with handmade furniture All designs must be environmentally sustainable

62. Model 4: Atelier of Ideas, Center for Studies on Design at Monterrey (Mexico) Business partnerships with university in Mexico Program description: ‘Real-world’ project-based learning for students: College cooperates with enterprises and institutions that submit “real-world” projects that student teams complete – from brainstorming to final evaluation Instructors act as counsellors in this process Three major steps: 1.Project design – coming up with a plan to bring the project to fruition 2.Collaborative work – working together to optimise the process and the outcomes; and 3.Evaluation – by the teacher, peers, the individual student and the external agency that came up with the project proposal

63. Where to now? (Managing the new curriculum) What works now? How does it fit within our science curriculum? Within our whole school curriculum? What could/should be different? Where are the ‘gaps’? What other delivery models would work in our school? What educational outcomes would our faculty/school like to achieve? Who are the enablers/disenablers for your school? Who could be brought ‘on board’ to support desired changes? How can parents/community be more connected with what our school delivers? How can we engage with the ‘disengaged’?

64. Contact For queries related to Science, contact: Maria James Science Curriculum Manager Email: james.maria.m@edumail.vic.gov.aujames.maria.m@edumail.vic.gov.au Telephone: (03) 9032 1722