Science & Technology
Science and Technology is the study of both natural and man made elements within our world. The four main focus areas for student study of Science and Technology are Investigating Scientifically, Designing and Making, The Natural Environment, and the Made Environment. Through the study of Science and Technology students will select and safely use a variety of resources including computer-based technology and communicate messages using a variety of media.
Investigating Scientifically
Kindergarten (Early Stage One)
Students explore their immediate environment by using the senses, questioning, sharing ideas and identifying simple cause and effect relationships.
Years 1 and 2 (Stage One)
Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations.
Years 3 and 4 (Stage Two)
Students begin to take a more independent role in implementing scientific investigations. Elements such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions are all areas of focus for these investigations.
Years 5 and 6 (Stage Three)
Students are expected to take a fully independent role in developing and implementing questions for scientific investigation. Students will also begin to identify deeper into their investigations looking for trends in data, evaluate findings and prepare possible explanations.
Designing and making
Kindergarten (Early Stage One)
Students explore ideas, manipulate materials and trial designs through play to develop products and built environments.
Years 1 and 2 (Stage One)
Students follow a guided design process to create products, including information products, services and built environments. They draw and model design ideas using accepted methods and practices.
Years 3 and 4 (Stage Two)
Students are guided through opportunities to develop and evaluate a design idea that meets certain needs of users or audience with growing independence. They implement the design process and evaluate solutions using functional and aesthetic criteria.
Years 5 and 6 (Stage Three)
Students are given the opportunities to independently plan, implement and manage the design process and evaluate the results using design criteria. In the design process they consider many factors such as the implications of design and production on the environment, aesthetic, cultural, ethical, safety and functionality.
The Natural Environment
Kindergarten (Early Stage One)
Students identify and group, living and non-living things and recognise the different needs of living things. They recognise different forms of energy and identify their use in daily life.
Years 1 and 2 (Stage One)
Students identify and describe ways in which living things grow and change. They identify a variety of energy forms and describe their use in the community.
Years 3 and 4 (Stage Two)
Students are asked to identify and describe structures and functions in living things and how they interact with each other and their environment. In doing this they are asked to identify various forms and sources of energy and identify ways in which these can cause change. They also identify features of the solar system and interactions that affect conditions on Earth.
Years 5 and 6 (Stage Three)
Students are asked to identify, describe and evaluate interdependent relationships between living things and the environment within ecosystems. These are looked at through identifying and describing various sources, forms, uses, transfers and changes in forms of energy. Students explore how natural forces and human interactions can causes changes to the Earth. Students recognise that the Earth is the source of most materials and resources and must be managed for sustainability.
The Made Environment
Kindergarten (Early Stage One)
Students identify ways in which familiar products, including information products, services and built environments meet the needs of people.
Years 1 and 2 (Stage One)
Students identify the difference between natural and built environments and model built environments designed to suit the needs of the users.
Years 3 and 4 (Stage Two)
Students identify the ways built environments products and services are constructed and produced. They communicate design ideas to specific audiences through a variety of techniques, media and information and communication technologies. Students explore the properties and uses of both natural and made materials and components.
Years 5 and 6 (Stage Three)
Students recognise that built environments are created to meet needs and requirements of people and communities. They identify techniques used to engage an audience and convey meaning when creating information products. Students identify and explain changes that have occurred over time to manufacture products and provide services.