Analysing the NSW Science and Technology Syllabus K-6 and PrimaryConnections

Syllabus to success

Facilitators

Ms Sophia McLean

Professional Learning Manager

Ms Louise Rostron

Professional Learning Consultant

PrimaryConnections

Australian Academy of Science

Workshop purpose

• To understand the NSW Science and Technology Syllabus K-6

• To explore ways that PrimaryConnections:linking

science with literacy, based on the PC 5Es teachingand learning model, builds teacher confidence and competence and meets the teaching and learning requirements of the NSW Science and Technology Syllabus K-6

Workshop outline

INTRO: Purpose, outline, outcomes(15 mins)

ENGAGE: Tour analogy(45 mins) What is a syllabus document? What does it do/not do?

EXPLORE: Explore NSW Science and Technology Syllabus K-6(90 mins )

EXPLAIN: The Australian Curriculum:Science and

(90 mins) PrimaryConnections 5Es model and curriculum units

ELABORATE: Design potential “technology activities” aligned to PC units and NSW

(55 mins) syllabus

EVALUATE: Summarise, reflect, and evaluate(30 mins) How has my thinking changed?

Outcomes

On completion of this module participants will understand: • the organisation of the NSW Science and Technology Syllabus K-6

• the language, codes and terminology of the NSW Science and Technology Syllabus K-6

• ways to examine the requirements of the syllabus at a particular year level • connections between the program PrimaryConnections: linking science with literacy, the Australian Curriculum:Science and the NSW Science and Technology Syllabus K-6

• ways that the PrimaryConnections program builds teacher confidence and competence in science and literacy and meets the teaching and learning requirements of the NSW Science and Technology Syllabus K-6 • processes to modify units of work to meet the requirements of the NSW Science and Technology Syllabus K-6

Group Tour ChartWhat did we do? What did we learn?

ENGAGE

Consensogram

To what extent does PrimaryConnections meet the teaching and learning requirements of the NSW Science and Technology Curriculum K-6?

Answer with a number between 0-100 (10% increments)

Place on Consensogram chart.

Syllabus document

Mind mapWhat is the purpose of a syllabus document?How does it inform teachers?

Cumulative list

Table groups:

•Collate your mind map themes into one list•Each person has five votes to be used in any combination•Multi-vote which themes are the most important to teachers•Contribute main themes to the whole group chart

• Diversity (p7-10)• Learning across Curriculum (p34-37)• Assessment and reporting (p96-97)• Rationale/purpose (p14)• Values and attitudes (p17)• Content and outcomes – what students are required to know

and do (p30 onwards)

Mind map themes

Venn Diagram

• Focus questions:

• What was the problem to be solved?• What is technology?• How did the development of the technology advance

science understanding?• How did the science understanding lead to improvements

in the technology?

What is technology?

Method of vaccine delivery is the problem because:• Uses Needles• Vaccines need refrigeration (short shelf-life), hard to distribute

worldwide• Application into muscles results in a slow rate of action

How has this problem improved with technology?• Nano-patch delivery is painless, easy, self-administered, avoid

needle stick injuries• No refrigeration required (longer shelf-life), easy to distribute

worldwide• Application into skin has a faster rate of action

…more to the technology story of vaccination (delivery mechanisms and the vaccines)

Jenner 1796 smallpox Smallpox pustule gauge 1870-1930

Bifurcated needle 1970s

Syringe and vaccine 2013 Nanopatch 2013Syringe 1930s

Science & Technology

The study of Science and Technology provides opportunities for students to:

• think and act critically and creatively• develop informed attitudes based on evidence and reasoning• participate responsibly in developing innovative working

solutions and ideas in response to opportunities and questions relevant to personal, social and environmental issues in their lives

• begin to develop the capabilities needed to become more scientifically and technologically literate students

(NSW Science and Technology Syllabus K-6 p14)

Scientific and technological literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them and consider problems to be solved

• to engage in the discourses of and about science and technology

• to be sceptical and questioning of claims made by others about scientific and technological matters

• to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions

• to make informed decisions about the environment, the use of technology and their own health and well-being.

Scientific literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning

McLean, S. and Rostron. S (2014). PrimaryConnections NSW syllabus to success. of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

EXPLORE

A syllabus document…

• Organises information to• Help teachers• Make meaning of the contents and translate to effective

teaching and learning

OHM: In science a unit to measure electrical resistance

Our goal today is to reduce the resistance of teachers to using the syllabus.

Where did I come from?....

…..the birth…..

Australian Curriculum: Science (ACARA)

NSW Science and Technology K-6 (BOS)

So:

The NSW Syllabus for the Australian curriculum Science and Technology….……………………………………………

is a version of the Australian Curriculum: Science

Concept map

Create a concept map that links the terms found on the terminology cards:

For example:

Working Scientifically is one of the skills in the Skills Strand

Organisation of Content K-6

Context Question or Problem

Linking Science & Technology

Science

• Hands-on scientific investigations.• Draws on: - tools - processes developed by technology.

Technology

• Hands-on design projects.• Uses: - concepts/principles - processes developed by science.

Syllabus outcomes

Turn to page 63:

A student:• describes some observable changes over time on the

Earth’s surface that result from natural processes and human activity ST2-8ES

• describes how relationships between the sun and the Earth cause regular changes ST2-9ES

De-coding an Outcome: ST2-8ES

Outcome: ST or VA

Stage: 2

Outcome Number: 8 (where do I find this?)

Sub-strand: ES (Earth Space)

So

ST= Science and Technology

2=Stage 2

8=Outcome number

ES=Earth and Space (Knowledge and Understanding sub-strand)

Outcomes Numbers

Tables page 17-21 show the Outcomes Numbers for all Stage groups

• The first 3 Outcomes are always the Values and Attitudes outcomes (VA)

• Early Stage 1 has a total 10 Outcomes• Stages1-3 have a total of 16 Outcomes

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Australian Curriculum:Science

Three interrelated strands:Science Understanding (SU)Science Inquiry Skills (SIS)Science as a Human Endeavour (SHE)

• Presented as “content” with “elaborations” for each year level

• An achievement standard for each year is also presented

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Australian Curriculum:Science

Science Understanding Strand divided into

four sub-strands:

Biological Sciences

Chemical Sciences

Physical Sciences

Earth and Space Sciences

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Science as a Human Endeavour Strand divided into

two sub-strands

Nature and development of science

Use and influence of science

Australian Curriculum:Science

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Australian Curriculum:Science

Science Inquiry Skills Strand includes:

Identifying and posing questions

Planning, conducting and reflecting on investigations

Processing, analysing and interpreting evidence

Communicating findings

Evaluating claims

Investigating ideas

Solving problems

Drawing valid conclusions

Developing evidence-based arguments

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Australian Curriculum:Science

General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capability (self management, teamwork) Intercultural understanding.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

Australian Curriculum: Science content

Page 63

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

NSW from AC

Science concept: Page 63A student describes some observable changes over time on the Earth’s surface that result from natural processes and human activity ST2-8ES

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

NSW from AC

Science concept: Page 63

A student describes how relationships between the sun and the Earth cause regular changes ST2-9ES

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

Coding

All PC units use these codes which you can cross-reference to the syllabus

What is inconsistent?

It is the Technology-related components of the Syllabus that don’t have explicit equivalent statements in the Australian Curriculum YET!!!

Included are:• Working Technologically• Built Environments (Material World is covered by some

Science content)• Information• Products

“Old” to “New”

What is similar:• Objectives and Outcomes• Content organised in Stages from Early Stage 1 to Stage

3 in the primary years• Teaching time – 1.5 - 2.5hrs per week

“Old” to “New”

What is different:• Foundation statements are replaced by Stage

Statements that summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes

• A subject specific glossary is included in each syllabus

• Learning across the curriculum areas include cross-curriculum priorities, general capabilities and other learning. 13 areas identified by icons.

EXPLAIN

PrioritiserRequirements Importance

(1-10)Current Performance(1-10)

Gap(+ or -)

OpportunityForImprovement

PC Performance(1-10)

Equipment and resources

10 2 -8 Need a budget for equipment

Unlimited time

Equipment ready

Explicit units

Group work assistancePrep time

Unlimited funds

Science room

PL time

What is PrimaryConnections?

Professional learning program linking science with literacy

supported by quality curriculum resources

Purpose of PrimaryConnections

To improve learning outcomes for primary students in science and literacy

by developing a professional learning program supported with quality curriculum resources

that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

Purpose:Increase the quality and quantity of science teaching and learningin primary schools

Vision: • Engaged students• Confident and competent teachers of science

PrimaryConnections

Curriculum Units Stage Year Biological sciences Chemical sciences Earth and space

sciencesPhysical sciences

Curriculum focus: awareness of self and the local world

ES1 FStaying alive What’s it made of? Weather in my world On the move

1 1Schoolyard safari Spot the difference Up, down and all

aroundLook! Listen!

(replaces Sounds sensational)

2Watch it grow All mixed up Water works Push pull

Curriculum focus: recognising questions that can be investigated scientifically and investigating them

2 3Feathers, fur or leaves Melting moments Night and day

(replaces Spinning in space)Heating up

4 Plants in Action Material worldBeneath our feet Smooth moves

Friends or foes Package it better3 5

Desert survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)

6Marvellous

micro-organisms Change detectives Earthquake explorersIt’s electrifying

Essential energy

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Colours of units:

Biological Sciences

Chemical Sciences

Physical Sciences

Earth and Space Sciences

Physical World (PW) – blue unitsEarth and Space (ES) – red unitsLiving World (LW) – green unitsMaterial World (MW) – yellow unitsWorking Scientifically (WS) – in all units

Syllabus organisation-Content

Coding

All units use these codes which you can cross-reference to the syllabus

In summary, PrimaryConnections

• links science with literacy• is based on the 5Es teaching and learning model• uses an inquiry-based investigative approach • uses collaborative learning strategies• embeds the assessment processes in the teaching and

learning model• provides exemplary curriculum units and other resources

All of these contribute to students’ developing scientific literacy.

PrimaryConnections

PrimaryConnections 5Es teaching and learning model

PHASE FOCUS

ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment

EXPLOREProvide hands-on experience of the phenomenonFormative assessment

EXPLAIN

Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanationsFormative assessment

ELABORATE

Extend understanding to a new context or make connections to additional concepts through a student-planned investigationSummative assessment of the science inquiry skills

EVALUATE

Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomesSummative assessment of the science understanding

ELABORATE

Working technologically (how)Unit: Push-pull (Year 2, Stage 1)

Science activity from Push-pull Explore Lesson 4 has

students explore what sinks and what floats.

Technology activity from Push-pull Explore Lesson 4 has students design different shaped objects and explore which objects sink and which float.

Technology Outcome: ST1-5WT:

Students use a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.

To meet the outcome students would need to use a structured design process during the lesson to respond to the problem of finding a shape that will float.

Built environment (what)Unit: Smooth moves (Year 4, Stage 2)

Science activity from Smooth moves Explore Lesson 3

has students explore friction as they move objects over different surfaces.

Technology Outcome: ST2-14BE:

Students describe how people interact within built environments and the factors considered in their design and construction.

To meet the outcome students could observe how people interact on bike paths and describe how its design, including its surface, meets the needs of bike users. They could also describe how the design and construction of a bike path may be modified to better suit the needs of users.

Product (what)Unit: Smooth moves (Year 4, Stage 2)

Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces.

Technology activity from Smooth moves Explore Lesson 3 (in the curriculum links) could have students identify the component parts of a bike and explain how the parts are designed to work together to reduce or increase friction.

Technology Outcome: ST2-16P Students describe how products are designed and produced, and the ways people use them.

To further meet the outcome students could examine the process used to produce an existing product such as a helmet by creating a flowchart from design to finished product.

Link between WT and BE, P, I, MW

Students are “working technologically” as they engage with contexts from the sub-strands:

• Built environments• Products • Information• Material world

Design a “technology activity”

Jigsaw group divides into two sub-groups.

Using the curriculum unit you have been studying:

Each sub-group:

• identifies a science activity• chooses a different Technology Outcome linked to the science and • designs and summarises an appropriate “technology activity” on the planner to meet the

specific outcome chosen.

Refer to the NSW Syllabus:

• Working Technologically• Built Environments• Information• Products• Material world (technology parts – no AC codes)

EVALUATE

PrioritiserRequirements Importance

(1-10)Current Performance(1-10)

Gap(+ or -)

OpportunityForImprovement

PC Performance(1-10)

Equipment and resources

10 2 -8 Need a budget for equipment

Order kits from Abacus10

DOs and DON’Ts

DO• Teach 4 units each year (1 from each colour)• Teach the lessons in the sequence as written• Modify the unit based on the literacy outcomes• Base decision making on the “Disaster Scale”• Check website for updates

DON’T• Cherry pick from units• Try to cover multiple conceptual areas at once• Avoid the Chemical and Physical sciences• Leave out the literacy processes

Stay and stray

Discuss answers to the question:

How has my thinking changed?

Making a difference

The PrimaryConnections program:• is based on research• is well conceptualised• uses extensive trialling • is collaboratively developed• has a national profile• Is fully aligned to the Australian

Curriculum:Science• is involved in ongoing research• is providing evidence of significant

changes for teachers and students.

PrimaryConnections website

www.primaryconnections.org.au