YEARS K–6 IDEAS FOR THE CLASSROOM
A Guide to the New K-6 Science & Technology syllabus (continued)
the new syllabus it states that “the learning students experience
enables them to contribute to the world as active global citizens
both now and in the future” (NSW Education Standards Authority,
2017, p. 12). This is a much more contemporary and forward-
thinking emphasis on the global society and our responsibilities
to everyone around us and the Earth we share.
4. Food and Fibre
Most of the strands now include Science outcomes and
Technology outcomes (and sometimes Science+Technology)
outcomes, even within Science content (this is discussed in more
detail below). Living World is a classic example where Stages
1-3 now have a food and fibre outcome as well as a classic
biological science outcome. Schools in the country in particular
are relishing these new outcomes as they can capitalise on the
farming communities around them, and very often the animals
and crops they are raising in their school grounds. (Some inner-
city schools, though, have raised concerns that their students
may be traumatised to learn where meat comes from, much to
the amusement of country schools).
2. Working Scientifically more streamlined
A big help for teachers is the more streamlined way Working
Scientifically is now presented for each strand. Rather than
simply saying that Working Scientifically is included in every
outcome in its entirety, the new syllabus chunks it down and
recommends certain aspects. This makes the syllabus more
useful and achievable and makes for far less verbose copy-
and-paste programs. However, teachers should not feel limited
to the Working Scientifically subsections listed in any strand
– if Questioning and Predicting is not listed, one would still be
questioning and predicting where appropriate. A quick personal
appeal - please can all teachers, K-12, emphasise Evaluating in
their scientific inquiry. Unfortunately, it has long been subsumed
in Analysing and Communicating in Working Scientifically and
is not explicit. However, this very high-order skill is explicit in
Design and Production.
5. Thinking Skills
This new syllabus now includes four Thinking Skills:
1. Computational thinking
2. Design thinking
3. Scientific thinking
5. Systems thinking
Computational Thinking involves “using strategies to organise
data logically, break down problems into parts, interpret patterns
and design and implement algorithms to solve problems” (NSW
Education Standards Authority, 2017, p. 35). Design Thinking
involves “trying to understand a problem, generate ideas and
refine a design based on evaluation and testing”. Scientific
Thinking is very similar to Working Scientifically, incorporating
questioning, predicting, observing, gathering data, drawing
conclusions and evaluating the line of inquiry. Systems thinking
involves recognising the “connectedness of, and interactions
between phenomena, people, places and events in local and
wider contexts, and consider the impact of their decisions”. All
of the thinking skills are denoted where appropriate throughout
the syllabus. It’s important for teachers to note that though one
out of eight Knowledge and Understanding outcomes per stage
is explicitly technology-based content, i.e. Digital Technologies,
three out of four Thinking Skills are technology-based and two
out of three Skills.
3. Content
The amount of content listed for each outcome has decreased
a lot, particularly in the younger grades, which will please many
teachers who found the previous syllabus too onerous. It must
be highlighted, though, that in NESA’s own guidelines, while
Outcomes and Stage Statements are mandatory, Content is
flexible. Some content has also moved between stages and
new content has appeared such as Food and Fibre (already
mentioned), plus, for example, Forces is now also in Stage 3
(as well as Early Stage 1 and Stages 1, 2, 4, 5, 6). It is crucial
that teachers identify these changes, talk between stages and
minimise any potential duplication.
4. Earth & Space
Perhaps in an attempt to reduce the number of outcomes,
Earth and Space is now a single outcome rather than two like
previously. However, what has essentially happened is that
the two previous outcomes have been amalgamated into one
e.g. in Stage 3 Natural Disasters and the Solar System have
been combined into one outcome but separated by two inquiry
questions. From experience, I would strongly recommend
splitting this outcome back into two, or running them sequentially
over two terms; certainly don’t treat them as one term’s worth
of work. Interestingly, Earth and Space is the only strand that is
denoted totally as Science, not Technology.
What’s Changed?
1. Rationale
A very important change with the new syllabus is with the
rationale. In the old syllabus it states that “students develop
an understanding of the relationships between science and
technology, and the significance of their contribution to and
influence on society” (Board of Studies NSW, 2012, p. 12). In
51
SCIENCE EDUCATIONAL NEWS VOL 68 NO 1