Engagement

• How will I provide authentic, relevant learning opportunities for students to connect with lesson content personally?
• How will I support every student to grow in independence, confidence and self-regulation?
• How will I facilitate every student to have high expectations for themselves?
• How will I identify and provide the support each student needs to sustain their learning efforts?

Representation

• What are different ways I can present content to enable every student to access and understand it?
• How will I identify and address language and/or cultural considerations that may limit student access to content?
• How will I make lesson content and learning materials more accessible?
• How will I plan learning experiences that are relevant and challenging for the full range of students in the classroom?

Expression

• How will I provide multiple ways for students to respond and express what they know?
• What tools and resources can students use to demonstrate their understanding?
• How will I know every student understands the concepts and language in each lesson?
• How will I monitor whether every student has achieved learning outcomes and growth?

Lewanna Kenton

Hi, I'm Lewanna, a Science Curriculum Advisor, and I'd like to show you some of the resources that have been developed to support the implementation of the New South Wales Science 7–10 syllabus and show you how to best navigate between them to assist teachers and support the implementation of the new science 7–10 syllabus.

Several resources have been developed. The resource package for the Science 7–10 syllabus includes a scope and sequence for Stage 4 and Stage 5, and for each of the focus areas of the syllabus, it includes a teaching and learning program, teacher resource books, a supporting PowerPoint, and an assessment task.

The program summarises suggested learning to meet the syllabus, outcomes and content. The teacher resource books contain elaborations for facilitating activities. Learning intentions and success criteria and student resources and sample responses. The slide deck contains learning intentions and success criteria and a range of student-facing slides to support the learning in the classroom.

We are providing at a minimum one assessment task per focus area. The assessment tasks are one way of assessing the learning completed in the unit. Schools should make decisions about the number and types of tasks that they implement. Each assessment task contains teacher information on facilitating the assessment task and also an assessment task notification that can be used to notify the students about the task.

The scope and sequence documents outline the suggested sequence for delivering the focus areas. They contain 2 versions of the scope and sequence for each year group. The plan on a page is a one page summary, which shows only the focus area, the timing, and the outcome codes. This example shows the Year 10 plan on a page.

You can see that it outlines the duration across the top of the table and the sequence of the focus areas [00:02:00] across the year. Notice we have chosen to split Data Science 2 into 2 parts. Unlike the other focus areas, which are kept whole, the detailed scope and sequence includes a little more information, including the timing and the overview of the content covered in the teaching and learning.

We have also included space for you to add assessment information into the scope and sequence. Let's have a look at a sample program of learning. The program of learning for each focus area is intended to be adapted and adopted by schools. These programs are an example of how the learning can be sequenced and delivered.

We encourage you to modify them to meet the needs of your unique school context. The table of contents is a useful spot to start for navigating these resources. The overview section unpacks the big ideas and how the learning is connected and meaningful with links to prior learning and future learning.

You can see here that the materials program of learning is broken into 3 essential questions. Each essential question has its own corresponding teacher resource book or TRB. So for materials, there are 3 teacher resource books. If you hold CTRL and click on an item in the table of contents, it will take you to that part of the program of learning.

Here we can see the summary of learning for 2.3, Ionic bonding. On the left is the syllabus content that is being covered in this part of the program. In the middle column, we can see that there is an overview of the teaching and learning activities. The last column is for you to record any annotations on the program.

Now I'm going to highlight for you how you can navigate between the resources using the headings and subheading cues. Each numbered item in the program aligns with the same number in the teacher resource book. The number 2 here in the program tells us that we will find the resources for this part of the program in TRB 2.

See how the name for the program is mirrored here in the TRB. This numbering is also mirrored in the slide deck, which we have labeled M-A-T-P-P-T in materials. Many of the bold subheadings in the program have a code at the end of them to tell us the activity is elaborated on in the TRB and the slide deck notice in TRB 2.

We can see these subheadings in the table of content. These documents are long, so don't forget that you can use CTRL click on the relevant part of the table of contents to move to that section.

Now I'm going to highlight some key features that go across not only the program, but the teacher resource book and slide deck. Pink feature boxes highlight a checkpoint in the learning. This is an opportunity to formatively assess students' understanding of the content or skills. If I go to the next slide, now we can see a checkpoint question that was mentioned in the TRB.

Notice how it is the same pale pink. This is a visual cue for you that this is a checkpoint question. Our checkpoints are often animated to bring up the answer, and this will always be indicated in the speaker notes.

Blue feature boxes highlight a differentiation suggestion. These suggestions may be additional adjustments to support student learning or to suggest ways to extend students. On the screen, you can see an example of a differentiation suggestion provided in the forming Ionic compounds activity. This is an example of how the activity could be modified to extend students.

Gray feature boxes are used to highlight a teacher note. This is often to draw your attention to something relevant to the activity or learning. On the screen now you can see an example of the gray note box highlighting some information for forming Ionic compounds. The dark blue border feature box highlights something that has been included as a professional learning opportunity.

They often link out to additional information on our particular pedagogical practice or perhaps additional information to improve your subject matter expertise. Here are some examples of what this looks like in our resources.

As you have probably noticed, some of the teacher resource books are over a hundred pages long. This little tip is going to help you move through the TRBs efficiently without scrolling through all of those pages in the toolbar at the top of the Microsoft Word document, select View. Then in the show section, tick the box navigation pane.

The navigation pane will appear on the left and you should see headings and subheadings for the entire document listed. You can click on any part of this navigation pane to be taken to that section in the teacher resource book. This is really useful for locating student resources in the teacher resource books.

We hope that these tips and tricks help you navigate the resources efficiently. From all of us in the Science Curriculum team, we wish you the best in your Curriculum implementation journey.

[End of transcript]

This Stage 4 unit is designed give students a deep understanding of concepts in the focus area of Observing the Universe.

• Program of learning – Observing the Universe (DOCX 3.7 MB)
• Teacher resource book 1 – Observing the Universe (DOCX 1.8 MB)
• Teacher resource book 2 – Observing the Universe (DOCX 8.8 MB)
• Slide deck – Observing the Universe (PPTX 15.4 MB)

Assessment resource

Assessment task – Observing the Universe (DOCX 497 KB)

This Stage 4 unit is designed give students a deep understanding of concepts in the focus area of Forces.

• Program of learning – Forces (DOCX 4.6 MB)
• Teacher resource book 1 – Forces (DOCX 26.4 MB)
• Teacher resource book 2 – Forces (DOCX 25.1 MB)
• Slide deck – Forces (PPTX 13.9 MB)

Assessment resource

Assessment task – Forces (DOCX 6.8 MB)

This Stage 4 unit is designed give students a deep understanding of concepts in the focus area of Cells and classifcation.

• Program of learning – Cells and classification (DOCX 3.7 MB)
• Teacher resource book 1 – Cells and classification (DOCX 31.9 MB)
• Teacher resource book 2 – Cells and classification (DOCX 14.6 MB)
• Slide deck – Cells and classification (PPTX 29.8 MB)

Assessment resource

Assessment task – Cells and classification (DOCX 4.7 MB)

This Stage 4 unit is designed give students a deep understanding of concepts in the focus area of Solutions and mixtures.

Assessment resource

Assessment task – Solutions and mixtures (DOCX 20.6 MB)

This Stage 4 unit is designed give students a deep understanding of concepts in the focus area of Data science 1. Note that it is taught in two parts according to Science 7–10 Stage 4 – Scope and sequence.

• Program of learning – Data science 1 (DOCX 3.6 MB)
• Teacher resource book 1 – Data science 1 (DOCX 8.1 MB)
• Teacher resource book 2 – Data science 1 (DOCX 6.5 MB)
• Slide deck – Data science 1 (PPTX 22 MB)

Assessment resource

Assessment task – Data science 1 (DOCX 3.8 MB)

Purpose of resources

The resource packages are designed to support leaders and teachers in implementing the Science 7–10 Syllabus (2023). They can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or as an example of how the new curriculum could be implemented.

When and how to use

The resources are for use when delivering Science 7–10 Syllabus (2023) to Stage 4 as part of a structured teaching and learning program. They should be adapted to best suit your students' diverse needs and school context.

Support and alignment

Resource evaluation and support: all curriculum resources are prepared through a rigorous process. Resources are periodically reviewed as part of our ongoing evaluation plan to ensure currency, relevance and effectiveness. For additional support or advice, or to provide feedback, contact the Science curriculum team by emailing Science7-12@det.nsw.edu.au.

Differentiation: further advice to support Aboriginal and Torres Strait Islander students, EALD students, students with a disability and/or additional needs and high potential and gifted students can be found on the Planning, programming and assessing 7–12 webpage. This includes the Inclusion and differentiation 7–10 advice webpage.

Assessment: further advice to support formative assessment is available on the Planning, programming and assessing 7–12 webpage. This includes the Classroom assessment advice 7–10. For summative assessment tasks, the Assessment task advice 7–10 webpage is available.

Explicit teaching: further advice to support explicit teaching is available on the Explicit teaching webpage. This includes the CESE Explicit teaching – Driving learning and engagement webpage.

Related resources: further resources to support Science 7–10 Syllabus (2023) can be found on the Science K–12 webpage.

Professional learning: relevant professional learning is available on the Science statewide staffroom and MyPL – Science 7–10 (Catalogue identifier NR 43479).

Consulted with: Curriculum and Reform, Inclusive Education, Multicultural Education, Aboriginal Education and Communities, Literacy and Numeracy, Writing in Secondary and subject matter experts.

Alignment to system priorities and/or needs: School Excellence Policy, Our Plan for NSW Public Education. The resources align to ‘Deliver outstanding leadership, teaching and learning’ in the Plan for Public Education. They specifically address:

• deliver effective teaching practices including explicit teaching and effective feedback underpinned by high expectations
• provide high-quality, evidence-based curriculum resources.

Alignment to the School Excellence Framework: these resources support the School Excellence Framework elements of Curriculum (Teaching and learning programs) and Assessment (summative assessment). This resource will support teachers to develop adapt and implement dynamic and inclusive programs that are contextualised to their learners. The assessment task included in the package will support teachers in contextualising evidence-based assessment strategies to gather data on student achievement.

Alignment to Australian Professional Standards for Teachers: these resources support teachers to address Australian Professional Standards for Teachers 3.2.2, 3.3.2, 3.4.2, 5.1.2.

Speaker

The New South Wales Science Secondary Curriculum Team has developed a suite of resource packs to help you confidently implement the new Science 7–10 syllabus, including a sample scope and sequence. Let's walk through what's available for Year 7 and how these resources can make your planning and teaching easier.

All the resource packs can be found on the planning, programming and assessing Science 7–10 page on the department's website under the Stage 4 Resources tab, each focus area includes a program of learning, teacher resource books, a supporting teacher PowerPoint, and a summative assessment task, all ready for you to adopt or adapt for your school context. Our first Year 7 unit is Observing the Universe. Designed to span 10 weeks, this course introduces students to the practices of science, specifically observation, inference, measurement and investigation. Students build their skills through tasks like pencil puncture, bubblology, and bouncing balls. They explore variables, collect data, and draw evidence-based conclusions.

For the summative assessment, teachers can choose between two tasks, one that involves selecting the ideal lunch spot using environmental data, and another that measures temperature across the school day. Both tasks are scaffolded using the Claim-Evidence-Reasoning framework and involve the collection and analysis of data. Our Term 2 unit for Year 7 is Forces. Over the course of 10 weeks, students explore how forces cause motion using force diagrams, real world examples, and hands-on investigations. Activities include testing friction, using spring balances and investigating magnetic fields. This unit also includes the Year 7 students' first depth study as their assessment.

Students investigate how simple machines were used in the construction of the Great Pyramids of Egypt, and how similar principles are applied in modern contexts. They begin by examining how ramp angle affects the force needed to move a block. Linking this to how ancient Egyptians may have transported heavy sandstone. They then build on this investigation by introducing an additional simple machine to reduce the effort required. Finally, students explore modern complex machines, often composed of multiple simple machines by identifying a real world problem and designing a machine to simplify the task. The task guides them through a structured scientific investigation process, introducing students to scientific inquiry and building their independence. It lays a strong foundation for later depth studies in Stages 4 and 5. In Term 3, students study cells and classification. In this 10 week unit, students will investigate biological relationships and differences in structure and function across the kingdoms. Students create Venn diagrams, use dichotomous keys, and examine the grouping systems of Aboriginal and Torres Strait Islander peoples.

The second half of the unit focuses on microscopes, cell features, and the distinction between single and multicellular organisms. Students will design a children's book as part of their assessment task to communicate the classification and adaptation of a real organism to its environment. Scaffolds are provided including page layouts, sentence stems and rubrics aligned to the working scientifically processes. In Term 4, students will study solutions and mixtures over 10 weeks. In this unit, students will explore states of matter, solubility and physical separation techniques. Students will learn to plan and safely conduct valid scientific investigations and scaffolds a provider to support the writing of a scientific method. Students will learn how to use filtration, magnetism, evaporation, and decanting to separate real mixtures. Our resources have been carefully designed to support you with quality programming and scaffolded assessments. Adapt them for your school context. And remember, the Science Curriculum Team is here to help. Connect with us via the statewide staff room or email. We're excited to see what you do.

[End of transcript]

• Program of learning – Energy (DOCX 1.08 MB)
• Teacher resource book 1 – Energy (DOCX 5.3 MB)
• Teacher resource book 2 – Energy (DOCX 8.47 MB)
• Teacher resource book 3 – Energy (DOCX 2.5 MB)
• Teacher resource book 4 – Energy (DOCX 3.1 MB)
• Slide deck – Energy (PPTX 21.3 MB)

Assesment resources

• Assessment task – Energy (DOCX 397 KB)
• Learning journal – Energy (DOCX 360 KB)
• Audit and budget template – Energy (XLSX 20 KB)
• Thermal comfort recording sheet – Energy (XLSX 24 KB)

• Program of learning – Disease (DOCX 4.2 MB)
• Teacher resource book 1 – Disease (DOCX 5.2 MB)
• Teacher resource book 2 – Disease (DOCX 4.4 MB)
• Teacher resource book 3 – Disease (DOCX 5.5 MB)
• Slide deck – Disease (PPTX 17.1 MB)

Assessment resource

Assessment task – Disease (DOCX 7.6 MB)

This Stage 5 unit is designed to give students a deep understanding of concepts in the focus area Materials.

• Program of learning – Materials (DOCX 5.5 MB)
• Teacher resource book 1 – Materials (DOCX 4.2 MB)
• Teacher resource book 2 – Materials (DOCX 5 MB)
• Teacher resource book 3 – Materials (DOCX 9.7 MB)
• Slide deck – Materials (PPTX 8.9 MB)
• Polymer survey data – Materials (XLSX 256 KB)

Assessment resources

There are two options available for assessing the Materials focus area. Only one of the options should be implemented.

• Assessment task, option 1 – Materials (DOCX 5.4 MB)
• Assessment task, option 2 – Materials (DOCX 4.4 MB)

This Stage 5 unit is designed give students a deep understanding of concepts in the focus area of Environmental sustainability.

• Program of learning – Environmental sustainability (DOCX 1.3 KB)
• Teacher resource 1 – Environmental sustainability (DOCX 12.6 MB)
• Teacher resource 2 – Environmental sustainability (DOCX 7.0 MB)
• Slide deck – Environmental sustainability (PPTX 42 MB)

Assessment resource

• Assessment task – Environmental sustainability (DOCX 10.8 MB)

Purpose of resources

The resource packages are designed to support leaders and teachers in implementing the Science 7–10 Syllabus (2023). They can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or as an example of how the new curriculum could be implemented.

When and how to use

The resources are for use when delivering Science 7–10 Syllabus (2023) to Stage 5 as part of a structured teaching and learning program. They should be adapted to best suit your students' diverse needs and school context.

Support and alignment

Resource evaluation and support: all curriculum resources are prepared through a rigorous process. They are periodically reviewed as part of our ongoing evaluation plan to ensure currency, relevance and effectiveness. For additional support or advice or to provide feedback, contact the Science curriculum team by emailing Science7-12@det.nsw.edu.au.

Differentiation: further advice to support Aboriginal and Torres Strait Islander students, EALD students, students with a disability and/or additional needs and high potential and gifted students can be found on the Planning, programming and assessing 7–12 webpage. This includes the Inclusion and differentiation 7–10 advice webpage.

Assessment: further advice to support formative assessment is available on the Planning, programming and assessing 7–12 webpage. This includes the Classroom assessment advice 7–10. For summative assessment tasks, the Assessment task advice 7–10 webpage is available.

Explicit teaching: further advice to support explicit teaching is available on the Explicit teaching webpage. This includes the CESE Explicit teaching – Driving learning and engagement webpage.

Related resources: further resources to support Science 7–10 Syllabus (2023) can be found on the Science K–12 webpage.

Professional learning: relevant professional learning is available on the Science statewide staffroom and MyPL – Science 7–10 (Catalogue identifier NR 43479).

Consulted with: Curriculum and Reform, Inclusive Education, Multicultural Education, Aboriginal Education and Communities, Literacy and Numeracy, Writing in Secondary and subject matter experts.

Alignment to system priorities and/or needs: School Excellence Policy, Our Plan for NSW Public Education. The resources align to ‘Deliver outstanding leadership, teaching and learning’ in the Plan for Public Education. They specifically address:

• deliver effective teaching practices including explicit teaching and effective feedback underpinned by high expectations
• provide high-quality, evidence-based curriculum resources.

Alignment to the School Excellence Framework: these resources support the School Excellence Framework elements of Curriculum (Teaching and learning programs) and Assessment (summative assessment). This resource will support teachers to develop adapt and implement dynamic and inclusive programs that are contextualised to their learners. The assessment task included in the package will support teachers in contextualising evidence-based assessment strategies to gather data on student achievement.

Alignment to Australian Professional Standards for Teachers: these resources support teachers to address Australian Professional Standards for Teachers 3.2.2, 3.3.2, 3.4.2, 5.1.2.

Speaker

The New South Wales Science Secondary Curriculum team has developed a suite of resource packs to help you confidently implement the new Science 7– 10 Syllabus. Let's walk through what's available for Year 9 and how these resources can make your planning and teaching easier.

Our Stage 5 sample scope and sequence provides an example of how the Year 9 science content can be addressed. The document includes suggested unit titles and descriptions, the outcomes and working scientifically processes covered, allocated timing for each focus area, and the suggested placement of depth studies. And of course, it's designed to be adopted and adapted with adjustments to meet the needs of your unique school context.

All of our resource packs for the Year 9 content can be found on the Department of Education's Planning, programming, and assessing science 7-10 webpage. You can find it under the Stage 5 resources tab. For each focus area in Year 9, you will find a sample program, teacher resource books, PowerPoints, and assessment tasks.

Our first unit for Year 9 is Energy. It has been designed to cover 10 weeks of teaching time in the Term 1 scope and sequence. In this program, students learn to apply the law of conservation of energy to understand how we generate and use energy. Through the use of slow-reveal graphs, students analyse data from the national energy market to understand our current and future energy demands. Students will engage with a wide variety of visual representations of data, including Sankey diagrams, and use them to make informed decisions about energy efficiency. They're given opportunities to develop and apply their skills in conducting investigations to collect live and local data on the use of energy in model circuits and appliances.

For the summative assessment task of this unit, we have written a practical depth study that provides students with the opportunity to investigate energy use relating to the maintaining of thermal comfort within their school. Integrated as part of the learning program, students will monitor the temperature of their classrooms for 7 weeks and conduct an energy audit of the appliances used.

For Term 2 of Year 9, we've developed a unit called Disease. This unit has been allocated 10 weeks of teaching time for Term 2. The unit builds on the foundation set in our Year 7 Cells and classification, and our Year 8 Living systems units. Students build their understanding of the role of cells, tissues, and organs in systems to understand homeostasis and the body's response to disease. Students will apply their understanding of how disruptions within components of a system can lead to disease.

Students explore the difference between infectious and non-infectious diseases, and practice skills of analysing data from sources, such as the World Health Organisation and Centres for Disease Control. Students are supported in constructing graphs using primary data on the body's response to stimuli. Students also explore methods of disease control and prevention, with a focus on vaccination and the role of antibodies. Using our Claim, Evidence, and Reasoning scaffold, students are supported in communicating scientific arguments with evidence. The assessment we have written for this unit provides students with an opportunity to complete a practical investigation to measure the zone of inhibition for different types of antiseptic solutions on specific bacteria.

The Materials unit is our third unit for Year 9. This unit also has a duration of 10 weeks for Term 3. The unit investigates the concept that all matter is made of small particles by exploring materials and chemical bonding, with a focus on everyday relevance and environmental impact. Students examine Australia's finite resources and the environmental effects of resource extraction. In our resources, we look particularly at the mining and use of copper in Australia. Students explore chemical bonding principles through firsthand investigations that link bonding to material properties and behaviour. Students also learn to construct chemical formula and are supported in evaluating the design of a practical investigation. The unit extends into organic compounds, focusing on hydrocarbons from crude oil and the properties and uses of polymers. Students investigate the environmental impact of packaging material, including, thereby, degradability and potential for microplastic bioaccumulation.

We've provided 2 options for the summative assessment for this unit. For the first option, students undertake a practical investigation into the biodegradability of different types of bin liners and communicate their findings to the school principal in the form of a recommendation. As an alternative, we've also provided an in-class test, which the teacher may choose to include as part of the assessment scope and sequence.

Environmental sustainability is our fourth and final unit for Year 9. This entire unit, including the assessment task, has been designed to cover 10 weeks in Term 4. This unit introduces students to the principles of sustainability. Students explore evidence of climate change and understand the impact of these changes on the present-day climate. Students will also learn about recycling methods and ideas for alternative resource use. This unit is rich in opportunities for students to practice skills in analysing global and local data on climate change and environmental issues, as well as their impacts on humans. These data sources include the UN, NASA, CSIRO, and the Bureau of Meteorology. Students will then apply this knowledge to suggest possible solutions to scientific problems, utilising the Claim, Evidence, and Reasoning scaffold again.

Alternative resource use and recycling offers a range of rich learning pathways. Given the plastics had already been a key focus in the Materials unit, we made a deliberate connection to the prior learning through the investigation of polystyrene and mealworms.

For the summative assessment, we extended our exploration by shifting the focus to food waste, allowing students to engage with a broader environmental issue. We hope that you feel confident moving forward to teach the new Science 7–10 curriculum. It's important to remember that all resources are designed to be adopted and adapted to suit your specific school context. You know your students and what best suits their learning.

Our Science Secondary Curriculum team are available to support you on this journey, so feel free to reach out by the statewide staffroom or using the email shown here.

[End of transcript]

The Science Years 7–10 Syllabus (2018) emphasises inquiry-based learning. Students explore the physical world, earth and space, living world, and chemical world embedding the working scientifically skills of:

• questioning and predicting
• planning investigations
• conducting investigations
• processing and analysing data and information
• communicating.

Teaching and learning programs

Teaching and learning programs should reflect students' progression in relation to the stage content as well as the context of individual students and schools.

Developing contexts in learning units (DOC 41 KB) explores the importance of both the local and global environment, student experience, teacher interests, using narrative as a tool for student engagement and learning through inquiry.

Teachers make connections, where relevant, across syllabus strands to assist students in seeing the connections between concepts and their real life applications. In science, units of work should focus on working scientifically and integrate knowledge and understanding outcomes across different strands to reflect the interconnectedness of science.

The blank template (DOC 55 KB) can be used to plan a science teaching program including an overview, outcomes, learning activities, registration and evaluation.

Physical world

• Introduction to biomechanics, vertical jump (DOCX 5800 KB) explores the action of forces on the human body by analysing a standing jump
• Amusement park physics explores the forces behind fun parks
• Sport science – exploratorium provides a number of lesson ideas and projects for science in sports
• Ausgrid's online electricity resource is appropriate for both Stages 4 and 5
  • it provides teachers with a unit for students to work through at their own pace
  • it provides information, online quizzes, animation and sample experiments.
• The physics classroom includes simulations, movies and animations arranged in topics
• The Rainbow challenge (DOCX 6100 KB) uses lenses, mirrors and prisms to create a rainbow on a given target

Chemical world

• WebElement explores the chemical elements through the periodic table
• Australian Nuclear Science and Technology Organisation (ANSTO) provides educational and syllabus-focused resources, posters, scientific profiles and more
• Metal and acid investigation (DOCX 4200 KB) addresses a variety of working scientifically outcomes including planning investigations, conducting investigations, processing and analysing data and information, and communicating
• The periodic table (DOCX 6500 KB) explores the periodic table and the application of modelling in science
• The periodic table supporting document (PPTX 2.7 MB) contains teacher support for delivering The periodic table lesson sequence
• Stage 5 assessment task –temperature and reaction rate (DOCX 3000 KB) builds upon students’ understanding of conducting valid and reliable experiments and writing scientific reports

Living world

• Interactive sites for education – body systems contains animations and resources on body systems
• Cells alive – animal cell meiosis uses interactive animations to demonstrate the stages of meiosis
• Plant requirements for growth (DOCX 6300 KB) allows students to investigate the requirements for plant growth using an inquiry-based learning activity

Earth and space

Enhance students' critical thinking skills by examining conspiracy theorists' claims about flat Earth and the Moon landing through a scientific lens in Space conspiracy theories (DOCX 3900 KB).

These resources were developed by teachers from schools in Orange and Illawarra to assist with the implementation of the Science Years 7–10 and Stage 6 Earth and Environmental Science syllabuses.

• Locating the earth's shadow zone (DOCX 178KB)

The following websites are useful for classroom use.

• At home astronomy includes hands-on science experiments
• Cool cosmos explores the world and universe as seen through infrared light
• Earth science Australia includes images, case studies and information about geological topics
• Oresome resources is an Australian website that provides resources on minerals and energy
• Murray Darling Basin Authority contains resources and lesson plans for teaching the water cycle, disasters, water quality and more
• The Mars lab (PDF 1706 KB) is a Year 9 project-based learning resource about the search for life on Mars and the technologies that enable it

Working scientifically

Working scientifically skills escape room (DOCX 3810 KB)

Learning across the curriculum includes general capabilities and cross-curriculum priorities that should be incorporated into your science programming in Stages 4 and 5.

Resources and professional learning to support the successful integration of literacy into science programming can be accessed through the Literacy and Numeracy Learning Progressions.