Science and Technology K–6 Syllabus (2024) – information for school leaders

Learn about the Science and Technology K–6 Syllabus (2024) – what has changed and where to get further support.

The Science and Technology K–6 Syllabus (2024) replaces content in the Science and Technology K–6 Syllabus (2017). Planning and preparation will commence from 2024 with implementation in 2027.

The syllabus recognises the critical importance of developing essential knowledge and scientific skills that empower the student to develop a sense of wonder about how the world works.

It provides students with opportunities to embrace scientific concepts, use data as evidence, design creative solutions, and build digital literacy.

There is a clear progression of skill development as students observe, test, and refine ideas to deepen their knowledge and understanding of the world.

Students develop critical thinking and evidence-based reasoning and apply their learning through solutions or products that benefit society.

What you need to know

In 2025 and 2026, teachers engage with the syllabus, and plan and prepare for implementation of the syllabus.
Schools are required to enact the new syllabus from 2027.
The Science and Technology K–6 Syllabus presents a prominent, coherent sequence of content to build a strong foundation for science and technology.
Students are encouraged to apply their knowledge, understanding and skills through essential and purposeful content.
Digital literacy skills are emphasised in each stage of learning.
Creating written texts content, including an outcome in Stage 3, strengthens students’ vocabulary development and deepens their understanding of science and technology.
The Statement of Equity Principles underpins the Science and Technology K–6 Syllabus (2024), ensuring inclusivity of every student.
Teaching advice and examples strengthen understanding of syllabus content to support teachers in making informed pedagogical decisions.
NESA will continue to add teaching advice and support materials to Science and Technology K–6 Syllabus webpages. It is recommended that teachers refer to the website for updated versions in the ‘record of changes’ tab.

The diagram has 2 columns headed Science and Technologies. Listed under the heading Science are the 4 focus areas, Observations and questions spark curiosity, Investigations of changes provide knowledge and understanding, Physical and living systems depend on energy, and Knowledge of our world and beyond inspires sustainable solutions. The 4 focus areas for Technologies are, Observations and questions initiate design and digital solutions, Design and digital solutions are created through knowledge and understanding, Design processes and digital systems are used to create solutions, and Design and digital technologies engineer sustainable solutions. Both subject areas are circled by a line labelled Applying knowledge, understanding and skills through interrelated practices. — Image: Figure 1: The organisation of Science and Technology K–6 (NESA, 2024)

What has changed

The Science and Technology K–6 Syllabus (2024) includes:

an explicit focus on students developing their skills in observing, gathering, representing and interpreting data to use as evidence to support arguments
for the first time, content about the human skeletal, respiratory and circulatory systems
the study of electrical circuits in the Stage 3 content
new opportunities for the practical application of mathematical knowledge
explicit writing content to support development of reasoning and explain thinking
creating written texts (CWT) content, including an outcome in Stage 3
access content points for students with significant intellectual disability.

Whole school considerations

Prior to implementing the Science and Technology K–6 Syllabus (2024), leaders will need to consider the following:
The complexities for staff working towards the familiarisation and implementation of four new syllabuses, Creative Arts, HSIE, PDHPE and Science and Technology – the department’s Models of curriculum implementation – primary provides for variations when these four syllabuses will be enacted which will impact planning, programming, assessment and reporting across the school.
Supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended.
Building teacher understanding about unfamiliar content, design processes and digital technologies to enhance creative and critical thinking, posing questions to observe, test and gather data to support scientific arguments.
Resource and budget implications including
- identifying teacher strengths and expertise to support curriculum implementation in schools
- time for staff to engage with the syllabus and build their knowledge and understanding of essential content and the interrelated practices of each focus area
- professional learning to build staff capacity, including explicit teaching and Curriculum planning K–12 to optimise learning for all students in science and technology.
- equipment and materials to support essential learning.

Understanding the evidence base

The Science and Technology K–6 Syllabus (2024) is based on evidence highlighting that:

New knowledge broken down into 'meaningful components' and introduced sequentially 'can support all pupils to learn scientific concepts' (Ofsted 2021).
Making connections between concepts and processes paves the way for a learner to apply their learning to new situations. This progression of learning encompasses the development of knowledge from a foundational level to understanding and then application (Almarode et al. 2018).
Knowledge about science includes learning 'ways of scientific thinking and working' (practices) and 'understanding the nature of science' (Anders et al. 2018).

The full evidence base can be found in the support document: Bibliography: Science and Technology K–6 published by NESA (2024).

Science and Technology K–6 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Reflection questions

To what extent are all staff ready to undertake implementation of the new Science and Technology Syllabus?
What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus?
What school practices and systems are in place to engage with departmental resources and support for science and technology implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and collaborative network initiatives?
How will the new Science and Technology K–6 Syllabus (2024) be embedded into the Strategic Improvement Plan? What is in place to support and evaluate this practice?
What resources are required to commence science and technology implementation and meet planning, programming, assessing, and reporting requirements?

Resources

Professional learning for the teaching and learning of science and technology:

Further support

See the NSW Department of Education Leading curriculum K–12 webpage for updates and additional information.
Email: scienceandtechnologyk6@det.nsw.edu.au
Contact the primary curriculum team: primarycurriculum@det.nsw.edu.au
Join the Primary Curriculum statewide staffroom (staff only)

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

Teaching and learning

Business Unit:

Curriculum and Reform