Australian Curriculum Science K-6

ConsultationThis consultation process provides the opportunity to ensure that the Australian Curriculum: Science

Is a quality Curriculum

Is clearly understood and can be implemented by teachers at all stages of their career

Is better then we currently have in NSW

10 Minutes

Take some time to explore the Draft Australian Science Curriculum

Students develop:

an interest in science and a curiosity and willingness to explore the world they live in

an ability to investigate questions about the world using scientific inquiry methods, drawing critical, evidence-based conclusions

an ability to communicate their scientific understandings and findings to a range of audiences

an ability to solve problems and make informed, evidence-based decisions

an understanding of historical and cultural aspects of science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science

Aims of the Draft Science Curriculum

. Science curriculum strandsScience Understandings

refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time.

Science inquiry skills

involve posing questions, planning, conducting and critiquing investigations, collecting, analysing and interpreting evidence and communicating findings.

Science as a human endeavour

highlights the need for informed, evidence-based decision making about current and future applications of science. It acknowledges, moral, ethical and social implications of science practice.

Living and non-living

Growth and change

Content development

Structure and function of living thingsLife cycles

Grouping living thingsInteractions of living things

Micro-organisms Relationships of living things

Sounds

Pushes and pulls LightForces and motion

Electricity Sustainable energy transformations

K 6

Achievement standards

Year 1: describe basic types and sources of sound

Year 2:They have an elementary understanding of forces as pushes and pulls.

Year 3:They have a basic understanding of sources and properties of light and can use this knowledge to explain familiar observations (eg mirrors, shadows, objects in the sky, day/night).

Year 4: They recognise observable patterns (eg classification of living things) and simple relationships in their living environment, (eg food chains) and cause-and-effect

relationships in their physical environment (eg effects of forces on motion,

Year 5: They begin to have an understanding of the properties of electricity

Year 6:They explain cause-and-effect relationships in familiar situations as well as in the wider environment (eg changes to materials, energy transformations, earthquakes and volcanic eruptions). They understand some environmental impacts of human activity such as water and energy use and can use their knowledge of science to suggest ways that humans can care for their environment.

Choose a year Look at the strands, content descriptions, content

elaboration and achievement standards. Are they in line with your expectations of this stage of

development? Choose a strand and then look across year levels. Is

there continuity?

Analysing the Content

Examples that illustrate each content description can be found in content elaborations. These are available for those teachers and others who may require assistance to better understand the content description.

Content elaborations

Australian Curriculum FREQUENTLY ASKED QUESTIONSMarch 2010 Page 1

Teachers will use the Australian Curriculum toidentify the most appropriate content (possibly fromacross several year levels) to teach individual and/or groups of students. This will take account of thefact that in each class there will be a range of priorachievement (below, at and above the year levelexpectations) and that teachers will plan to build oncurrent learning.

Catering for students’ needs

Australian Curriculum FREQUENTLY ASKED QUESTIONSMarch 2010 page 3

Is the draft Australian science curriculum useful for and useable by experienced and less experienced teachers as the basis of planning, teaching and assessment of school science?

Does the draft Australian Science Curriculum identify an appropriate range of key concepts and skills for learning for primary students?

Does the draft Australian Science Curriculum allow students to develop a depth of knowledge, skills and understandings about science?

Does the draft Australian Science Curriculum allow enough flexibility for local contexts to be explored?

Can the content of the draft Australian Science Curriculum be addressed in the current allocation of time for Science and Technology?

Questions

Outcomes minimal prescription Foundation statements (2

years) Knowledge content strands

(2 years) Process strand (2 years)

Australian Curriculum No outcomes Prescriptive Achievement standards

(1 year) Content organisers 3 strands

Science inquiry Science

understanding Human endeavour

Unifying ideas Students samples

NSW Science and Technology K-6 syllabus

Regularly check the Australian Curriculum, Assessment and Reporting Authority website for news:

http://www.acara.edu.au/ Register for email alerts, especially for opportunities to comment on

documents Participate in the ongoing consultation as the Australian curriculum

develops

What can teachers do?

Make the time to comment and be heard