1. K-6 Science and Technology Curriculum Directorate
within COGs
Harry Vassila
Curriculum Directorate
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2. Workshop Overview Issues in teaching K–6 Science and Technology
Teaching Science and Technology
Progression of Science and Technology learning
Linking teaching to assessment
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3. Workshop materials Participants workbook Key information
Evaluation form
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4. Activity 1 Questions about Science & Technology
In this activity participants will have an opportunity to discuss issues that impact on their teaching of Science and Technology.
Participants workbook page 1
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5. Why does Science and Technology learning matter?
Science and technology makes an important contribution to the quality of life of Australia’s citizens. Science and Technology learning enables young people to be informed participants in the development of a fair and responsible society.
Scientifically and technologically capable students are:
interested in, and understand the world around them
critical, innovative and enterprising
able to identify questions, investigate and draw evidence-based conclusions
able to make informed decisions about scientific and technological developments.
make informed decisions about the environment, and their own health and well-being
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6. Continuum of Learning K-12
In science and technology students study
K-6 Science and Technology
Science 7-10 (+ stage 6 electives Physics, Chemistry, Biology, Earth & Enviro, Senior Science)
Technology stage 4 (+ 5&6 electives Agriculture, Design and Technology, Food, Graphics, industrial, Textiles, info & software)
The processes of investigating and designing form the continuum of learning
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7. Science and Technology K-6 Syllabus
The foundation statements replace the stage statements in the Science and Technology K-6 Outcomes and Indicators document .(December 2005 NSW Board of Studies)
Science and Technology K-6 Syllabus and Support Document 1991 (pages 1 to 7 and pages 19 to 31)
Science and Technology K-6 Outcomes and Indicators 2000 NSW Board of Studies (replacing pages 9 to 17 of syllabus)
New Syllabus 2011 implementation
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8. K-6 Science and Technology Syllabus
Investigating Scientifically
The Natural Environment
Living Things
Earth and its surroundings
Physical Phenomena
Design and making
The Made Environment
Built environment
Products and services
Information and communication
Using technology
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9. Find out what is currently known.
The Science Process
Find out what is currently known.
Identify and analyse a problem
Identify variables
From observations, ask
a question or pose a problem.
Form an hypothesis
Publish
Conduct trials
Carry out the experiment, observe, measure and record data
Evaluate the experiment and the methods used
Evaluate the findings in relation to the hypothesis
Use science knowledge to develop explanations for patterns, trend or relationships in data
Organise data, calculate, construct graphs
Analyse data: identify patterns or trends and relationship between variables
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10. The Technology Process
Set milestones
Identify resources
Evaluate similar solutions
Analyse the needs
Establish success criteria
Identify a need or opportunity
Reflect on the design process used
Use success criteria to evaluate the solution
Define the design task
Draw or model and refine ideas
Produce the solution
Identify, test and select techniques
Manage safety risks
Use success criteria to evaluate ideas and choose best options
Develop production skills
Prepare final design representations
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11. Activity 2 Science and Technology progression of learning
In this activity participants will have the opportunity to become familiar with Science and Technology Foundation Statements, Syllabus Outcomes and Big ideas and to consider the progression of learning.
Participants work book page 2
Science and Technology Key information
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12. Activity 2 Science and Technology Units Investigating Scientifically
Stage 1
Stage 2
Stage 3
Designing and Making
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13. Continuum of Science and Technology learning
ES1 S1 S2 S3 S4 S5 S6
Increasing capacity to apply the processes of investigating scientifically and designing and making
Increasing sophistication of conceptual understanding of science and technology
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14. Progression in Science and Technology learning
Progression of student learning in Science and Technology is most evident in the increasing levels of sophistication students bring to the process strands of Investigating scientifically and Designing and Making
In Kindergarten the process is heavily scaffolded and largely teacher guided. By Year 6 students’ understanding of the processes should enable them to engage in and manage scientific investigations and develop design solutions more independently .
The process strand is the learning focus of all COGs units of work.
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15. What student learning matters most in Science and Technology?
In Science and Technology we want students to become increasingly independent in their ability to think and work scientifically and technologically.
Learning in Science and Technology emphasises first-hand experiences in the processes of investigating and designing and making. Assessment should also.
Assessment of a student’s performance in Science and Technology focuses on the processes of investigating and designing and making, in the context of the relevant content strand.
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16. COGs - Managing quality assessment in Science and Technology
It is not practical to effectively assess and provide feedback on every aspect of process and content achievement of students during each Science and or technology task or unit.
Within a particular Science and Technology task, it is more effective to explicitly focus assessment on:
a significant component/s of the application of the process e.g. generating and developing design ideas or conducting scientific investigations
the accuracy and depth of understandings about a clearly defined area of a content outcome e.g. characteristics of living things.
Process knowledge and skills will be revisited regularly. Effective assessment will enable teachers to judge student’s progress toward the independent application of the processes by the end of Stage 3.
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17. Planning for consistent assessment: the school plan
School planning involves:
Reviewing the existing school plan in relation to Science and Technology syllabus standards
Ensuring that the school plan effectively allocates all Science and Technology syllabus outcomes to stages and years
Ensuring that for each stage there is a plan that:
establishes a progression of Science and Technology learning throughout the stage so that;
all content strands are addressed at least once
the processes of designing and making and investigating are built upon in each unit of work
identifies the focus of assessment in each reporting period.
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18. Planning for consistent assessment: the year cohort
Amongst the teachers for each year group decide at the beginning of the year:
what needs to be taught and assessed for students to progress toward the end of stage standards (see Foundation Statements and Outcomes)
the focus of Science and Technology assessment and reporting for each semester/reporting period
assessment information to be collected for the purposes of moderation and consistent judgement.
Develop class programs and units of work that will allow you to collect the agreed assessment information, with a focus on investigating and designing and making tasks.
Identify suitable times during each semester to moderate student achievement across the year-cohort-groups.
Develop a plan to evaluate the effectiveness of the program.
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19. Assessment planning tool
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20. Planning for Assessment
In this activity participants will identify the progression of Science and Technology learning demonstrated in the Curriculum planning framework for a stage
Participants workbook page 3
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21. Science and Technology K-6 Resources
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22. Curriculum Support Website
The Curriculum Support Website hosts a variety of resources to assist teachers.
They include
teaching ideas
links to resources
sample lesson plans
professional support article
Curriculum Support articles.
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23. Policy website https://www.det.nsw.edu.au/policies/
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24. K-6 Science and Technology Syllabus development
Time line
Phase 1 Syllabus review (Feb – Dec 2007)
Phase 2 Writing brief development (Jan – Aug 2008)
Phase 3 Syllabus development (Aug 2008 – Dec 2009)
Phase 4 Implementation (2011)
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25. Timeline for the development of the Science and Technology K-6 Syllabus
Steps in the Syllabus Development Process
Date
Syllabus Review:
Board Curriculum Committee established to monitor the syllabus development process
Established on 4 May 2007
Research including a literature review, a review of national and international practice
Completed October 2007
Evaluation of existing syllabus against criteria approved by the Board of Studies
Completed November 2007
Board endorsement of the broad directions for syllabus revision
Endorsed on 11 December 2007
Writing Brief Development:
Draft writing brief and survey
We are here (Term )
Consultation (6 weeks)
From 28 April to 6 June 2008
Consultation report and amended draft writing brief to Board of Studies
16 September 2008
Final Writing Brief published on Board of Studies website
October 2008
Syllabus Development:
Draft syllabus and survey
19 December 2008
Consultation 6 weeks
From 9 Feb 2009 to 20 March 2009
Consultation report and amended draft Syllabus to Board of Studies
June 2009
Development and approval of Support Materials
By December 2009
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26. Supporting SciTech in the primary classroom CD ROM
The professional support CD ROM provides:
the Big Ideas, an expanded description of each Science and Technology syllabus outcome, suggesting the content that can be allocated to each stages
support for schools to plan and implement effective Science and Technology teaching programs
support for teachers to plan effective class programs
video sequences to illustrate a progression of learning for the process strands of Investigating (Scientifically) and Designing and Making
suggested assessment strategies.
Available at
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27. Customer Liaison Unit Phone: (02) Fax: (02) Hours of Operation: 8.00am to 4.30pm (Mon-Fri)
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