A Sound Structure
The syllabus divides Science and Technology content into this many focus areas.
4
This new outcome appears only in Stage 3.
Creating Written Texts (CWT)
This outcome focus is represented by the letters SCI.
Science
Every scientific investigation starts with one of these.
A question
This teaching strategy involves clearly explaining, modelling and guiding students before expecting them to work independently.
Explicit Teaching
Across every stage, these two areas are taught together.
Science and Technologies
This new topic is now taught from Early Stage 1 through to Stage 3.
The Human Body
This outcome focus includes design processes and digital technologies.
DDT
A fair test changes only this many variables.
One
Mini whiteboards, ABCD cards and entry tickets are all examples of this kind of assessment.
Formative assessment
The syllabus names this stage's Science focus area 'Observations and questions spark curiosity', and its Technology focus area 'Observations and questions initiate design and digital solutions.'
Early Stage 1
The new syllabus places an explicit focus on skills in observing, gathering, representing and interpreting this.
Data
These three letters identify the outcome focus for collecting, representing and interpreting information.
DAT
Teachers are encouraged to help students ask this question word instead of "Why?"
How
This teaching practice involves breaking complex learning into smaller, manageable steps.
Chunking
Marked by a red line in the syllabus, this term describes learning opportunities that connect knowledge, understanding and skills to build scientific, design and technological proficiency.
Interrelated practices
Stage 3 students investigate electrical circuits and compare these two types of energy sources.
Renewable and non-renewable
These three letters identify the outcome focus that begins every scientific investigation.
Posing Questions (PQU)
This type of inquiry is explicitly taught before students investigate independently.
Scientific Inquiry
These two classroom "guides" make learning expectations clear by telling students an overarching learning goal and a "checklist" for success.
Learning Intentions and Success Criteria
A Stage 2 teacher plans only science lessons for the term. This important part of the syllabus has been overlooked.
The Technologies focus area
Students investigate plant growth before designing an irrigation system. This major change to the syllabus is being demonstrated.
Connecting Science and Technology
Students interpret data from an investigation to justify their conclusions. This outcome focus is being addressed.
Data (DAT)
Before students investigate magnets, the teacher models a fair test and gradually hands responsibility to students. This teaching approach is being demonstrated.
Gradual Release of Responsibility
This teaching strategy is being used when a teacher begins each lesson by asking students what they already know before introducing new learning.
Activating Prior Knowledge