YEARS K–6 IDEAS FOR THE CLASSROOM
A Guide to the New K-6 Science & Technology syllabus
By Dr Simon Crook; Founder of CrookED Science;
Honorary Associate at University of Sydney School of Physics
Across NSW this year, every primary school has to deliver the
new NSW Science & Technology K-6 Syllabus (NSW Education
Standards Authority, 2017). Since the last syllabus was
implemented in 2015, I have been working with many primary
schools across NSW around making K-6 Science & Technology
engaging and rigorous, yet achievable. More recently, I have
been working with numerous schools to unpack, program, plan
and implement the new syllabus. In light of the new syllabus, it is
important for schools and teachers to be aware of the changes in
order to ensure the best Science & Technology experiences for
primary students (and also to be compliant).
terms) to cover its content in isolation. However, most people
recognise that the best way to complete Digital Technologies is
to integrate it across the Science and Technology syllabus plus in
other subjects too. Digital Technologies is much bigger in scope
than any other outcome. In fact, it is much bigger than a lot of
people realise. There is so much focus on coding that a lot of
people are losing sight of the other Digital Technologies content
such as Digital Systems or Representation and analysis of data.
Representation and analysis of data using digital technologies
is perhaps the most transferrable and important content as it
is crucial for processing results Science, evaluating solutions
in Technology and presenting data in Maths. While coding is
awesome and cool, students still need to be able to use and
manipulate data in spreadsheets. There is also the danger that
schools will be lured into buying lots of shiny, new gadgets
without going through due diligence on their realistic integration
in teaching and learning for all (not just the one keen teacher who
saw something cool at a conference). I would recommend that
schools trial some samples, perhaps with gifted students first, to
measure their value in the classroom. Expensive does not mean
useful – don’t forget the many free and/or low-tech solutions for
digital skills and processes e.g. coding unplugged code.org/
curriculum/unplugged and csunplugged.org/.
What’s New?
1. Inquiry and Focus Questions
There are many strengths to this new syllabus. Perhaps strongest
of all is the inclusion of Inquiry and Focus Questions. Inquiry and
Focus Questions are “to guide and frame the syllabus content
within each strand” (NSW Education Standards Authority, 2017,
p. 25). They are particularly useful as they are more specific
and contextual than the outcomes. They are also in line with the
new HSC science syllabuses, making K-6, 11 and 12 consistent
in format. Although not explicitly stated in the syllabus, Inquiry
questions refer to Science content and contexts, and Focus
questions refer to Technology content and contexts.
2. Design and Production
Working Technologically has been removed from this new syllabus
and replaced with Design and Production. Whilst many aspects
are very similar in designing and producing solutions, there is
also an additional Digital Technologies Design and Production
outcome to design and produce digital solutions.
3. Digital Technologies
Arguably the biggest addition to this new syllabus is the inclusion
of Digital Technologies. This has certainly generated the most
press. Kindergarten will now be learning about algorithms, all the
way through to Stage 3 with students designing and producing
digital solutions using a visual programming language (coding).
There is a danger that some schools may treat Digital Technologies
as just another outcome and dedicate one term in a stage (8
A Sphero and block coding at a PD workshop in Armidale
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 1