1. Australian Curriculum Science K-6
This slide begins the Science K-6 information session.
Participants will need a copy of the draft Australian curriculum: Science

2. Consultation
This consultation process provides the opportunity to ensure that the Australian Curriculum: Science
Is a quality Curriculum
Is clearly understood and can be implemented by teachers at all stages of their career
Is better then we currently have in NSW
Teachers should review the draft Australian Science Curriculum with the following

3. 10 Minutes
Take some time to explore the Draft Australian Science Curriculum

4. Aims of the Draft Science Curriculum
Students develop:
an interest in science and a curiosity and willingness to explore the world they live in
an ability to investigate questions about the world using scientific inquiry methods, drawing critical, evidence-based conclusions
an ability to communicate their scientific understandings and findings to a range of audiences
an ability to solve problems and make informed, evidence-based decisions
an understanding of historical and cultural aspects of science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science
The aims of the draft Australian Science Curriculum is to develop scientifically literate citizens. The aims describe the qualities of a scientifically literate citizen.
The blue text identifies qualities that are evident in the current NSW syllabus documents.

5. Science curriculum strands.
Science Understandings
refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time.
Science inquiry skills
involve posing questions, planning, conducting and critiquing investigations, collecting, analysing and interpreting evidence and communicating findings.
Science as a human endeavour
highlights the need for informed, evidence-based decision making about current and future applications of science. It acknowledges, moral, ethical and social implications of science practice.
The content strands:
Of equal importance
Interrelated
Science Understanding (involves facts, concepts, principles, laws, theories and models that have been established by scientists over time)
The organisation of knowledge and understanding content is written for each Year
Science Inquiry: involves posing questions; planning; conducting and critiquing investigations; collecting, analysing and interpreting evidence; and communicating findings) The organisation of Science Inquiry Skills and Science as a Human Endeavour is developed over two years.
Science as Human Endeavour (involves examining the impact of science on social and ethical issues; current and future applications of science; historical aspects of science and career paths)

6. Content development K 6 Living and non-living Growth and change
Structure and function of living things
Life cycles
Grouping living things
Interactions of living things
Micro-organisms
Relationships of living things
Sounds
Pushes and pulls
Light
Forces and motion
Electricity
Sustainable energy transformations K 6
Here is a development sequence for the content organisers Living Things and Energy.
Discuss the progression of learning from K to 6 with members in your group.
Will current programs of work need to be modified?
What support will you require?

7. Achievement standards
Year 3:They have a basic understanding of sources and properties of light and can use this knowledge to explain familiar observations (eg mirrors, shadows, objects in the sky, day/night).
Year 1: describe basic types and sources of sound
Year 2:They have an elementary understanding of forces as pushes and pulls.
Year 4: They recognise observable patterns (eg classification of living things) and simple relationships in their living environment, (eg food chains) and cause-and-effect relationships in their physical environment (eg effects of forces on motion,
Year 5: They begin to have an understanding of the properties of electricity
Year 6:They explain cause-and-effect relationships in familiar situations as well as in the wider environment (eg changes to materials, energy transformations, earthquakes and volcanic eruptions). They understand some environmental impacts of human activity such as water and energy use and can use their knowledge of science to suggest ways that humans can care for their environment.
This slide includes extracts from the Achievement Standards from each year for the Energy Content organiser.
An achievement standard is an expectation of the quality of learning that students should reach by a particular point in their schooling (e.g. the depth of their understanding, the extent of their knowledge and the sophistication of their skills).
For this area:
Is there an identifiable progression of learning in students learning and conceptual development.

8. Analysing the Content Choose a year
Look at the strands, content descriptions, content elaboration and achievement standards.
Are they in line with your expectations of this stage of development?
Choose a strand and then look across year levels. Is there continuity?

9. Australian Curriculum FREQUENTLY ASKED QUESTIONS
Content elaborations
Examples that illustrate each content description can be found in content elaborations. These are available for those teachers and others who may require assistance to better understand the content description.
Australian Curriculum FREQUENTLY ASKED QUESTIONS
March 2010 Page 1
The elaborations in the Australian Curriculum:

10. Catering for students’ needs
Teachers will use the Australian Curriculum to identify the most appropriate content (possibly from across several year levels) to teach individual and/ or groups of students. This will take account of the fact that in each class there will be a range of prior achievement (below, at and above the year level expectations) and that teachers will plan to build on current learning.
Australian Curriculum FREQUENTLY ASKED QUESTIONS
March 2010 page 3

11. Questions
Is the draft Australian science curriculum useful for and useable by experienced and less experienced teachers as the basis of planning, teaching and assessment of school science?
Does the draft Australian Science Curriculum identify an appropriate range of key concepts and skills for learning for primary students?
Does the draft Australian Science Curriculum allow students to develop a depth of knowledge, skills and understandings about science?
Does the draft Australian Science Curriculum allow enough flexibility for local contexts to be explored?
Can the content of the draft Australian Science Curriculum be addressed in the current allocation of time for Science and Technology?
Use the accompanying handouts to view the progression of learning and discuss these questions.

12. Australian Curriculum
NSW Science and Technology K-6 syllabus
No outcomes
Prescriptive
Achievement standards (1 year)
Content organisers
3 strands
Science inquiry
Science understanding
Human endeavour
Unifying ideas
Students samples
Outcomes
minimal prescription
Foundation statements (2 years)
Knowledge content strands (2 years)
Process strand (2 years)

13. Make the time to comment and be heard
What can teachers do?
Regularly check the Australian Curriculum, Assessment and Reporting Authority website for news:
Register for alerts, especially for opportunities to comment on documents
Participate in the ongoing consultation as the Australian curriculum develops
Make the time to comment and be heard