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Science and technology

Two week learning sequences

These detailed programs offer a 2-week unit that builds student skills. School staff exercise professional judgement when making decisions about the suitability of teaching and learning activities to meet the needs of their students.

Earth and space

Students explore daily changes in the weather. They make observations and predictions about the weather and record their observations in a weather chart. Students identify how the weather affects choices they make in their daily life.

Living world

Students learn about the characteristics and needs of living things. They recognise that living things have basic needs including air, food and water. Students apply their learning by investigating the growth of a living thing.

Material world

Students investigate how the properties of materials determine their use in design solutions while introducing students to the material sciences and design thinking. Students investigate, plan and design a chair for their favourite teddy or doll to sit next to them while they are completing their schoolwork at home. There is an optional ‘maker hour’ for students to produce, implement, test and evaluate their favourite toy’s chair.


Earth and space

Students are introduced to regular atmospheric and astronomical events and their effect on the Earth.

Living world

Students focus on the observable features of living things and their environment. Students follow and represent sequences of steps and decisions (algorithms) to solve problems.

Material world

Students investigate how properties of materials determine their use. Students identify a range of natural materials used by Aboriginal and Torres Strait Islander Peoples for a specific cultural purpose. There is an optional ‘maker hour’ for students to produce, implement, test and evaluate a shelter built, from natural materials, for their favourite toy.

Earth and space

Students investigate some natural processes and human activities that cause erosion.

Living world

Students identify characteristics of living things and distinguish living things from non-living things. They identify and describe patterns and understand how scientists use external features to group living and non-living things. Students describe and follow a sequence of steps involving decisions to group things (solve a problem).

Material world

Students investigate how different properties of materials affect their suitability for products. They will develop their knowledge and understanding of the properties and performance of a variety of materials through observation and manipulation. They have the opportunity to design and make an entertaining game.

Earth and Space

Students explore the solar system through research to complete a product and or presentation as evidence of learning.

Living world

Students identify and describe adaptations in living things and recognise them as existing structures or behaviours. They describe how, over time, these adaptations support living things to survive in their specific environment. Students complete an investigation to understand how birds’ beaks have adapted to their environment. Students research specific adaptations of native Australian animals and plants.

Material world

Students investigate how different properties of materials affect their suitability for products. They will develop their knowledge and understanding of the properties and performance of materials through observation and manipulation. They have the opportunity to design and make an entertaining game.

Associated resources

The two-week programs linked above all have related digital student resources and printable student workbooks that are located in our filterable resource library.

You can also find ideas and activities on our curated list of external digital resources.

Distance education resources

Access K-6 distance education resources developed to support students that cannot access a physical school.

The Distance education network offers these documents to support teachers delivering off campus learning. They are not designed for all learning contexts and are not anticipated to address all syllabus outcomes.

While the resources support independent student study, they must be used in consultation with their subject teacher.

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