---
title: Science and Technology K–6
subjects:
    - Science and Technology
year_levels:
    - Kindergarten
    - Year 1
    - Year 2
    - Year 3
    - Year 4
    - Year 5
    - Year 6
official_source_url: https://curriculum.nsw.edu.au/learning-areas/science/science-and-technology-k-6-2024/overview
official_published_at: 2024
official_updated_at: 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)](https://www.nsw.gov.au/education-and-training/nesa/curriculum/science/science-and-technology-k-6-2017) 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](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/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](https://www.nsw.gov.au/education-and-training/nesa/about/research/reports/teaching-writing/teaching-writing-report) (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**<br>Includes:<br>Early Stage 1: Observations and questions spark curiosity<br>Stage 1: Investigations of changes provide knowledge and understanding<br>Stage 2: Physical and living systems depend on energy<br>Stage 3: Knowledge of our world and beyond inspires sustainable solutions | **STE-SCI-01**<br>identifies and describes characteristics of living things, properties of materials, and movement<br>**STE-PQU-01**<br>poses questions based on observations to collect data | **ST1-SCI-01**<br>measures and describes changes in living things, materials, movement, Earth and the sky<br>**ST1-PQU-01**<br>poses questions based on observations and information to investigate cause and effect<br>**ST1-DAT-01**<br>collects, represents and uses data to identify patterns and relationships | **ST2-SCI-01**<br>uses information to investigate the solar system and the effects of energy on living, physical and geological systems<br>**ST2-PQU-01**<br>poses questions to create fair tests that investigate the effects of energy on living things and physical systems<br>**ST2-DAT-01**<br>uses and interprets data to describe patterns and relationships | **ST3-SCI-01**<br>uses evidence to explain how scientific knowledge can be used to develop sustainable practices<br>**ST3-PQU-01**<br>poses questions to identify variables and conducts fair tests to gather data<br>**ST3-DAT-01**<br>interprets data to support explanations and arguments |
| **Technology**<br>Includes:<br>Early Stage 1: Observations and questions initiate design and digital solutions<br>Stage 1: Design and digital solutions are created through knowledge and understanding<br>Stage 2: Design processes and digital systems are used to create solutions<br>Stage 3: Design and digital technologies engineer sustainable solutions | **STE-DDT-01**<br>identifies and uses technologies to make products to address user needs or opportunities<br>**STE-PQU-01**<br>poses questions based on observations to collect data | **ST1-DDT-01**<br>uses technologies and materials to design and make products to address user needs or opportunities<br>**ST1-PQU-01**<br>poses questions based on observations and information to investigate cause and effect | **ST2-DDT-01**<br>uses a design process to create products to address user needs or opportunities<br>**ST2-DDT-02**<br>designs and uses algorithms, represents data and uses digital systems for a purpose | **ST3-DDT-01**<br>uses design processes to create, evaluate and modify designed solutions<br>**ST3-DDT-02**<br>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**<br>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](https://curriculum.nsw.edu.au/resources/glossary/access-content-points) are to support students with significant intellectual [disability](https://curriculum.nsw.edu.au/resources/glossary/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](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/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](https://curriculum.nsw.edu.au/resources/glossary/observation) of familiar [environments](https://curriculum.nsw.edu.au/resources/glossary/environment2)
- 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](https://curriculum.nsw.edu.au/resources/glossary/observation)
- Describe how living things get air, water and energy to survive in their [environment](https://curriculum.nsw.edu.au/resources/glossary/environment2)
- 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](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-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

[Access content points](https://curriculum.nsw.edu.au/resources/glossary/access-content-points) are to support students with significant intellectual [disability](https://curriculum.nsw.edu.au/resources/glossary/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](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/collaborative-curriculum-planning).

##### 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](https://curriculum.nsw.edu.au/resources/glossary/data3) display
- Examine designed structures that animals build to help them survive in their [environment](https://curriculum.nsw.edu.au/resources/glossary/environment2)
- 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](https://curriculum.nsw.edu.au/resources/glossary/data3) can be collected through [observation](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) use Knowledges of the life cycles of livings things
- Examine the evidence for [extinct](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/translucent), [transparent](https://curriculum.nsw.edu.au/resources/glossary/transparent), [opaque](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/environment2)
- 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](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/country-place)
- 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](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-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](https://curriculum.nsw.edu.au/resources/glossary/data3) and how to protect personal information
- Create a sequential [algorithm](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/environment2): air – [atmosphere](https://curriculum.nsw.edu.au/resources/glossary/atmosphere), land – lithosphere, water – [hydrosphere](https://curriculum.nsw.edu.au/resources/glossary/hydrosphere), living things – [biosphere](https://curriculum.nsw.edu.au/resources/glossary/biosphere)
- Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere
- Describe the relationship between [habitat](https://curriculum.nsw.edu.au/resources/glossary/habitat), [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)’ practices support habitats to survive
- Describe the transfer of energy between plants and animals using [food chains](https://curriculum.nsw.edu.au/resources/glossary/food-chain), 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](https://curriculum.nsw.edu.au/resources/glossary/conduction), [convection](https://curriculum.nsw.edu.au/resources/glossary/convection2) and [radiation](https://curriculum.nsw.edu.au/resources/glossary/radiation2)
- 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](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/erosion)

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

- Model Earth’s [revolution](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/gravity-gravitational) 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](https://curriculum.nsw.edu.au/resources/glossary/algorithm) that use [branching](https://curriculum.nsw.edu.au/resources/glossary/branching) and [iteration](https://curriculum.nsw.edu.au/resources/glossary/iteration) to document and program a procedure
- Explore how [data](https://curriculum.nsw.edu.au/resources/glossary/data3) 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](https://curriculum.nsw.edu.au/resources/glossary/environment2)
- Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plants
- Interpret a [food web](https://curriculum.nsw.edu.au/resources/glossary/food-web) that describes the flow of matter and energy between plants and animals in an [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-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](https://curriculum.nsw.edu.au/resources/glossary/renew-renewable), [biodegradable](https://curriculum.nsw.edu.au/resources/glossary/biodegradability) and compostable materials enhance [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability)
- Recognise that in a fair test, an [independent variable](https://curriculum.nsw.edu.au/resources/glossary/independent-variable) is changed, a [dependent variable](https://curriculum.nsw.edu.au/resources/glossary/dependent-variable2) is measured, and [controlled variables](https://curriculum.nsw.edu.au/resources/glossary/controlled-variable) remain the same
- Pose questions to determine whether substances dissolve in water by identifying [variables](https://curriculum.nsw.edu.au/resources/glossary/variable) 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](https://curriculum.nsw.edu.au/resources/glossary/insulator)
- Explain how electrical insulators can ensure electrical safety in everyday life
- Identify renewable and [non-renewable](https://curriculum.nsw.edu.au/resources/glossary/non-renewable-resource) 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](https://curriculum.nsw.edu.au/resources/glossary/weather) [data](https://curriculum.nsw.edu.au/resources/glossary/data3) and describe how they are used
- Describe the differences between [climate](https://curriculum.nsw.edu.au/resources/glossary/climate) and weather
- Research the effects of natural events on the [atmosphere](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/galaxy), [nebulae](https://curriculum.nsw.edu.au/resources/glossary/nebula-nebulae), [exoplanets](https://curriculum.nsw.edu.au/resources/glossary/exoplanet) and [black holes](https://curriculum.nsw.edu.au/resources/glossary/black-hole) 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](https://curriculum.nsw.edu.au/resources/glossary/data3) about a user need to generate design criteria for sustainable solutions
- Develop design ideas to build a [prototype](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/binary-code) and in other forms
- Create, test and modify [algorithms](https://curriculum.nsw.edu.au/resources/glossary/algorithm) as visual programs that include [branching](https://curriculum.nsw.edu.au/resources/glossary/branching) and [iteration](https://curriculum.nsw.edu.au/resources/glossary/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](https://curriculum.nsw.edu.au/resources/glossary/data3) 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