Organisation of Science and Technology K–6

Figure 1 shows the organisation of Science and Technology K–6, highlighting the common practices of science, design and digital technologies. The organisation of interrelated practices across content reflects the role of these practices in developing scientific, design and technological knowledge.

Image long description: The diagram has 2 columns headed Science and Technologies. Listed under the heading Science are the 4 focus areas: Observations and questions spark curiosity; Investigations of changes provide knowledge and understanding; Physical and living systems depend on energy; and Knowledge of our world and beyond inspires sustainable solutions. The 4 focus areas for Technologies are: Observations and questions initiate design and digital solutions; Design and digital solutions are created through knowledge and understanding; Design processes and digital systems are used to create solutions; and Design and digital technologies engineer sustainable solutions. Both subject areas are circled by a line labelled Applying knowledge, understanding and skills through interrelated practices.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural and heritage works

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement Science and Technology learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important that respect for Elders and for the roles of men and women is shown. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.

Access content points

The importance of knowledge and vocabulary in the primary curriculum

Creating written texts supports learning

The Science and Technology K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA 2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections within and across learning areas. The learning areas provide meaningful content for writing beyond the subject of English. ‘When writing instruction prompts students to think deeply and/or make decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

systematic development of expectations for creating written texts, which aligns with the English K–10 Syllabus (2022)
explicit writing content to support students to become fluent creators of texts, to deepen their understanding of the learning areas
opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
a focus on vocabulary and sentence construction.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching writing.

Image long description: Four horizontal rows labelled Creative Arts, PDHPE, HSIE and Science and Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3. In the rows labelled Creative Arts and PDHPE, a box with a dotted outline spans Early Stage 1 to Stage 1. This box contains the text ‘Using vocabulary and language to communicate in Creative Arts or PDHPE respectively’. Under Stage 2 for Creative Arts and PDHPE there is a box containing the text ‘Embedded within content’. Under Stage 3 for Creative Arts and PDHPE there is a box containing the text ‘Outcome’. In the rows labelled HSIE and Science and Technology, a box containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under Stage 3 there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by arrows showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a line labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage expectations of the English K–10 Syllabus (2022)’.

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K–6Science and Technology K–6 Syllabus

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