Original source · Published 2024 · Updated 2024

Science and Technology K–6 (2024)

Implementation from 2027

The new Science and Technology K–6 Syllabus (2024) is to be implemented from 2027. The Science and Technology K–6 Syllabus (2017) will not be available after December 2028.

2026 – Plan and prepare to teach the new syllabus

2027 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts. Schools may choose to implement the new syllabus during the planning and preparation phase.

Overview

Syllabus overview

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. Across a stage of learning all focus areas need to be taught.

[FIGURE]

Figure 1: The organisation of Science and Technology K–6

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

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

Access content points have been developed to support students with significant intellectual disability who are working towards Early Stage 1 outcomes. These students may communicate using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content that students with significant intellectual disability may access as they work towards the outcomes. Teachers will use the access content points on their own, or in combination with the content for each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of collaborative curriculum planning.

The importance of knowledge and vocabulary in the primary curriculum

The attainment of knowledge is a key goal of education. There is accumulated knowledge and wisdom of our world that all students have a right to learn. The curriculum plays a key role in identifying shared knowledge that provides opportunities to foster belonging and cross-cultural understanding in our society. Knowledge underpins our ability to think and do. Students learn new ideas with reference to their existing knowledge. In each learning area, background knowledge committed to long-term memory is vital to literacy development and underpins the ability to think critically and creatively. When learning to read, it is the development of broad knowledge, alongside vocabulary, which supports students to build mental models from the texts they engage with, secure schemas of increasing depth and complexity, and make connections with their world. Learning opportunities within the primary curriculum are coherent, intentional and designed to build knowledge and vocabulary of the learning area and support literacy development.

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.

[FIGURE]

Figure 2: Creating written texts supports learning

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)’.

Rationale

The study of Science and Technology in K–6 fosters a student’s sense of wonder about the world around them and knowledge of how it works. Scientific and technological knowledge is revised, refined and advanced as new evidence arises. Learning about science and technology provides a framework for students to know, understand and make sense of the world. This study encourages students to embrace new concepts and learn to observe, develop testable questions, and test and evaluate ideas to refine their understanding.

Aboriginal and Torres Strait Islander Peoples have used scientific and technological methods to understand and make connections with and between People and their land, sea and sky for tens of thousands of years. Linking traditional and contemporary knowledge enables students to make meaningful connections with everyday lives and develop cultural competence.

Understanding the abundant and increasingly accessible information in the world is foundational to becoming informed and active citizens. In responding to dynamic environments, students are required to understand and evaluate ever-increasing amounts of information gathered from varied sources. Students are provided with opportunities to develop technological literacy skills through the use of digital technologies and the design and production of creative solutions.

The syllabus intends to build on students’ natural curiosity and inventiveness, providing opportunities to explore the natural and designed world, test ideas, and make decisions based on data and evidence.

Aim

The aim of the Science and Technology K–6 Syllabus is for students to develop:

scientific and technological knowledge, skills, practices and dispositions
an understanding of natural phenomena and ways in which science and technologies can be used for the benefit of humanity and the planet
an understanding, through application, of the processes that can be used to create solutions or products that benefit society
an interest to further their knowledge in science, technology and engineering
the ability to participate in society as scientifically and technologically literate, engaged citizens.

Table of outcomes

Primary (K–6)

Focus area	Early Stage 1	Stage 1	Stage 2	Stage 3
Science Includes: Early Stage 1: Observations and questions spark curiosity Stage 1: Investigations of changes provide knowledge and understanding Stage 2: Physical and living systems depend on energy Stage 3: Knowledge of our world and beyond inspires sustainable solutions	STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement STE-PQU-01 poses questions based on observations to collect data	ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST1-DAT-01 collects, represents and uses data to identify patterns and relationships	ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST2-DAT-01 uses and interprets data to describe patterns and relationships	ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data ST3-DAT-01 interprets data to support explanations and arguments
Technology Includes: Early Stage 1: Observations and questions initiate design and digital solutions Stage 1: Design and digital solutions are created through knowledge and understanding Stage 2: Design processes and digital systems are used to create solutions Stage 3: Design and digital technologies engineer sustainable solutions	STE-DDT-01 identifies and uses technologies to make products to address user needs or opportunities STE-PQU-01 poses questions based on observations to collect data	ST1-DDT-01 uses technologies and materials to design and make products to address user needs or opportunities ST1-PQU-01 poses questions based on observations and information to investigate cause and effect	ST2-DDT-01 uses a design process to create products to address user needs or opportunities ST2-DDT-02 designs and uses algorithms, represents data and uses digital systems for a purpose	ST3-DDT-01 uses design processes to create, evaluate and modify designed solutions ST3-DDT-02 creates, evaluates and modifies algorithms to code or control digital devices and systems
Creating written texts in Science and Technology	No Early Stage 1 outcomes	No Stage 1 outcomes	No Stage 2 outcomes	ST3-CWT-01 creates written texts to communicate understanding of scientific and technological concepts and processes

Outcomes and content for Early Stage 1

Observations and questions spark curiosity

Outcomes

A student:

identifies and describes characteristics of living things, properties of materials, and movement STE-SCI-01
poses questions based on observations to collect data STE-PQU-01

Access content points

Access content points are to support students with significant intellectual disability who are working towards Early Stage 1 outcomes. The decision for a student to follow access content points should be made in the context of collaborative curriculum planning.

Living things have characteristics that help them survive in their environment

Recognise body parts that are connected to the senses
Participate in multisensory observations of familiar environments
Identify and use tools for observations
Respond to environmental sounds, smells, textures and/or sights
Explore features of plants and animals
Identify parts of plants and animals
Recognise characteristics of animals
Identify needs of living things

Objects are made of materials that have observable properties

Recognise properties of objects using a range of senses
Connect objects with their properties
Explore materials that are used to make things
Explore how natural materials are used by Aboriginal Peoples

Living things and objects move in different ways

Recognise ways in which living things move
Observe the movement of different animals
Recognise parts of the human body
Explore what makes human bodies move
Observe the movement of different objects
Interact with objects as they move

Communicating supports understanding of Science and Technology

Communicate an observation about the properties of materials
Label simple diagrams of living things
Communicate an idea about living things
Communicate about the ways in which human bodies move

Content

Living things have characteristics that help them survive in their environment

Identify the sense organs and describe their functions
Identify and use tools to aid and extend sensory observations
Describe how living things get air, water and energy to survive in their environment
Recognise that plants produce their own food, and animals need to find their food
Examine flowers, fruit, leaves, roots and stems of plants and describe their purpose
Examine animal bodies, their body coverings, and how and what they eat
Observe and group animals based on their characteristics and justify the grouping
Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to survive
Pose questions to compare the characteristics of living things and non-living things

Objects are made of materials that have observable properties

Recognise that properties of materials can be observed using the senses
Observe and manipulate materials to describe their properties using Tier 2 vocabulary
Pose questions about materials and describe how they are used in everyday objects
Bend, twist, crush and stretch objects to show that the properties of materials remain the same
Explore how Aboriginal and/or Torres Strait Islander Peoples use natural materials for specific purposes based on their properties

Living things and objects move in different ways

Observe, describe and categorise the ways in which living things move
Identify and label the parts of the human body that are used for movement
Test how the movement of an object is affected by its shape
Experiment to observe how an object’s movement is affected by its material
Identify objects made by Aboriginal and/or Torres Strait Islander Peoples and describe their movements

Creating written sentences supports understanding of Science and Technology

Select adjectives to add precision when describing the properties of materials
Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement of living things
Use subject–verb–object structure to create simple sentences to describe how living things meet their needs

Observations and questions initiate design and digital solutions

Outcomes

A student:

identifies and uses technologies to make products to address user needs or opportunities STE-DDT-01
poses questions based on observations to collect data STE-PQU-01

Access content points

Understanding user needs inspires design and digital solutions

Recognise how personal needs are met
Communicate a need or want
Explore structures built by animals
Connect objects with their purpose
Engage with digital technologies
Use strategies to stay safe online

Content

Understanding user needs inspires design and digital solutions

Distinguish between user needs and wants and describe how they can lead to design opportunities
Identify designed products and how they meet user needs
Design and build a simple product that addresses a user need or opportunity
Pose questions to identify the parts of plants and animals used for food and fibre and create a data display
Examine designed structures that animals build to help them survive in their environment
Identify and safely use digital devices and apps for a purpose
Follow a series of steps to record, save and retrieve data

Outcomes and content for Stage 1

Investigations of changes provide knowledge and understanding

Outcomes

A student:

measures and describes changes in living things, materials, movement, Earth and the sky ST1-SCI-01
poses questions based on observations and information to investigate cause and effect ST1-PQU-01
collects, represents and uses data to identify patterns and relationships ST1-DAT-01

Content

Living things change over time

Recognise that data can be collected through observation, testing and research, and that it can be represented as descriptions, diagrams, graphs, images and tables
Collect data about the variety of living things in a local habitat, group them and justify the groupings
Describe the changes in a plant as it grows using data and scientific models
Describe the changes in an animal as it goes through its life cycle using data and scientific models
Describe how Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the life cycles of livings things
Examine the evidence for extinct animals

Light and sound interact with materials in different ways

Recognise that light and sound can travel through air, water and some solids and are affected by those materials
Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materials
Describe how translucent, transparent, opaque and reflective materials interact with light
Recognise that sound is created and carried by vibrations
Observe how Aboriginal and/or Torres Strait Islander Peoples use a range of materials and actions to create sound for specific purposes
Test how different materials and actions affect the volume and pitch of sound

The human body’s sense organs detect its environment

Recognise that the human brain detects information about the surroundings using sense organs, and that it controls and coordinates body functions
Observe and describe the function and parts of the eye and the ear
Investigate how taste and smell provide information about the environment
Pose questions, test and describe textures to investigate the sense of touch

Forces can change the way objects move

Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shape
Pose questions and test the effects of forces on an object's movement
Investigate how applied forces change the movement of traditional toys and tools used by Aboriginal and/or Torres Strait Islander Peoples
Test how frictional forces affect moving objects
Test how the force of magnetism affects objects

Planet Earth is our home

Observe and record daily weather to identify changes and patterns
Investigate how seasonal patterns influence the behaviour and appearance of living things
Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples use seasonal indicators
Observe and identify rocks in natural formations and those used in built structures
Manipulate different rocks and describe their texture, colour and grain or crystal size

The sky is our window to the Universe

Describe the visible features of the sky at night and in the day
Recognise that the Sun provides Earth with light energy and the Moon reflects light energy from the Sun
Recognise that the Sun rises in the east and sets in the west
Model how the rotation of the Earth around its axis causes a repeating pattern of day and night
Record changes in shadow length at different times of the day to mark the passage of time
Observe the Moon over a lunar cycle and describe its change in appearance using Tier 2 and Tier 3 vocabulary
Describe Aboriginal and/or Torres Strait Islander Peoples’ connections to Sky Country
Examine cultural representations of the Sun, Moon and stars

Creating written texts supports understanding of Science and Technology

Use nouns, noun groups and verbs to create notes, annotations and labels to document observations
Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function
Sequence simple and compound sentences, and use labelled diagrams and data to describe cause and effect

Design and digital solutions are created through knowledge and understanding

Outcomes

A student:

uses technologies and materials to design and make products to address user needs or opportunities ST1-DDT-01
poses questions based on observations and information to investigate cause and effect ST1-PQU-01

Content

A design process is used to define user needs and create solutions

Recognise that a design process breaks large projects into manageable, logical steps
Pose questions and test how materials with different properties contribute to the effectiveness of a product
Apply one or more steps of a design process to make a product
Describe how food and fibre can be designed and produced to address user needs
Describe the ways in which Aboriginal and/or Torres Strait Islander Peoples design using natural materials for specific purposes
Describe how products, including digital systems, can affect people’s lives

Digital systems use inputs and algorithms to produce an output

Describe how digital systems are used in everyday life and for learning
Identify digital systems that can be used to collect personal data and how to protect personal information
Create a sequential algorithm that controls a digital device
Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules

Outcomes and content for Stage 2

Physical and living systems depend on energy

Outcomes

A student:

uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-SCI-01
poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST2-PQU-01
uses and interprets data to describe patterns and relationships ST2-DAT-01

Content

Living things depend on energy and materials to survive

Identify the systems of Earth that make up environments: air – atmosphere, land – lithosphere, water – hydrosphere, living things – biosphere
Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere
Describe the relationship between habitat, ecosystem and environment
Observe and describe living and non-living things in a habitat
Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plants
Describe how Aboriginal and/or Torres Strait Islander Peoples’ practices support habitats to survive
Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary
Describe ways in which plants and animals depend on each other for survival

Energy is required to change the properties of matter

Recognise that matter is anything that has mass, takes up space and consists of very small particles
Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume
Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabulary
Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state

Body systems work together to enable movement

Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine
Compare ways invertebrates and vertebrates move on land, in water and in the sky
Recognise that the human muscular and skeletal systems work together to enable movement
Identify parts of the human skeleton that offer protection and support
Model how bones, muscles and joints work together to cause movement

Heat energy can be transferred

Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation
Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius
Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy
Describe how the properties of materials and transfer of heat energy impact everyday life

Forces shape Earth’s surface

Investigate Aboriginal Dreaming Stories and Torres Strait Islander Legends about the formation of landscapes and landforms
Explain how the forces produced by wind, water and living things weather rocks
Research and describe the changes to the landscape caused by earthquakes and volcanoes
Research, describe and model the internal structure of Earth
Describe and model how forces produced by moving water cause erosion

The Sun is the centre of our solar system and provides our world with energy

Model Earth’s revolution around the Sun and recognise that a complete revolution takes 365.25 days
Research how energy from the Sun is used
Describe features of our solar system using multimodal representations
Demonstrate that gravity is a force of attraction between objects and Earth
Recognise that the force of gravity keeps Earth, moons and planets in their positions in the solar system
Research cultural references to the solar system including Aboriginal and/or Torres Strait Islander Knowledges of the night sky

Creating written explanations of physical and living systems supports understanding of Science and Technology

Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts
Use notes, diagrams, flow charts and annotations to support understanding and explain processes
Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect
Use temporal and causal connectives and labelled diagrams when explaining the process of conducting a fair test

Design processes and digital systems are used to create solutions

Outcomes

A student:

uses a design process to create products to address user needs or opportunities ST2-DDT-01
designs and uses algorithms, represents data and uses digital systems for a purpose ST2-DDT-02

Content

Design is a process of creating and innovating

Explore the design of a structure, product or place and identify how user needs are addressed
Generate, develop and communicate design ideas
Test construction methods and materials to build a designed model
Build, test and evaluate a designed model
Research processes used to provide food and clothing

Digital systems can be created and controlled

Use core features of common digital tools to locate, select, store and retrieve relevant information
Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct
Design algorithms that use branching and iteration to document and program a procedure
Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose
Select, enter and represent different types of data using digital tools

Outcomes and content for Stage 3

Knowledge of our world and beyond inspires sustainable solutions

Outcomes

A student:

uses evidence to explain how scientific knowledge can be used to develop sustainable practices ST3-SCI-01
poses questions to identify variables and conducts fair tests to gather data ST3-PQU-01
interprets data to support explanations and arguments ST3-DAT-01

Content

Living things may change over millions of years, in response to their environments

Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments
Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plants
Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystem
Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystem
Examine evidence that environments have changed over time and continue to change
Describe how Aboriginal and/or Torres Strait Islander Peoples’ sustainable practices continue to protect the environment

A fixed amount of usable matter makes up all the material on Earth

Explain how recyclable, reusable, renewable, biodegradable and compostable materials enhance sustainability
Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same
Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests
Investigate ways to collect and process waste to reduce pollution or increase the sustainable use of materials
Create and communicate a plan to implement a sustainable practice in a community that addresses an identified environmental concern

Body systems coordinate for survival

Identify the main organs and their functions in the human digestive, respiratory and circulatory systems
Recognise that the human digestive, respiratory and circulatory systems work together
Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activity
Investigate how structural and behavioural adaptations in humans aid survival

Electrical energy can be transferred and transformed

Recognise that an electrical circuit transfers electrical energy from a source, through a pathway, to a device that transforms electrical energy into other forms of energy
Plan and construct simple electrical circuits to model the transfer and transformation of energy
Pose questions, identify variables and safely conduct fair tests to identify materials that act as electrical conductors or insulators
Explain how electrical insulators can ensure electrical safety in everyday life
Identify renewable and non-renewable energy sources
Research and present information describing the impact on resources and the environment of using a renewable or a non-renewable resource to generate electricity

Earth's climate is affected by natural and human activities

Identify the technologies used to collect weather data and describe how they are used
Describe the differences between climate and weather
Research the effects of natural events on the atmosphere
Explain the effects of natural events and human activities on climate

Our solar system is a part of one of billions of galaxies in the Universe

Recognise stars, galaxies, nebulae, exoplanets and black holes as astronomical features that exist beyond our solar system
Research how living things can travel and survive in space
Examine the development of our knowledge through discoveries and technologies, and how these benefit humankind
Describe how Aboriginal and/or Torres Strait Islander Peoples' Knowledges of the positions of the Sun, Moon and stars are used for navigation and wayfinding

Design and digital technologies engineer sustainable solutions

Outcomes

A student:

uses design processes to create, evaluate and modify designed solutions ST3-DDT-01
creates, evaluates and modifies algorithms to code or control digital devices and systems ST3-DDT-02

Content

Design processes explore opportunities and develop solutions

Research Australian technologies and inventions that meet an identified need
Research how contemporary spaces are co-designed using Aboriginal and/or Torres Strait Islander Knowledge systems and Cultural Practices
Collect data about a user need to generate design criteria for sustainable solutions
Develop design ideas to build a prototype using design criteria
Test, evaluate and modify the prototype to meet the design criteria

The future can be shaped by building and connecting digital systems

Recognise that data are entered, processed and transmitted in digital systems
Explore how and why data can be represented as binary code and in other forms
Create, test and modify algorithms as visual programs that include branching and iteration
Select and use appropriate digital tools to share files online following an agreed code of conduct
Evaluate a digital system that accepts and displays information
Connect components in a digital system to collect data
Use collected data to create an algorithm to perform a function

Creating written texts in Science and Technology

Outcomes

A student:

creates written texts to communicate understanding of scientific and technological concepts and processes ST3-CWT-01

Content

Creating written explanations of concepts and processes supports understanding of Science and Technology

Use nominalisations to convey scientific and technological concepts and processes succinctly
Add authority to written texts by using data to support an evidence-based explanation or argument
Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation
Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution
Acknowledge sources of information used in own texts