Keynote
Representational fluency, reflective thinking and explicit instruction
Presenter: Prof Manjula Sharma
With the pivot to explicit instruction, there is a need to be creative in the ‘what, why and how’ explicit instruction is incorporated. Inquiry approaches that foster meaningful student-directed learning are particularly valuable for inspiring students within STEM contexts. However, explicitly teaching key skills like mathematical reasoning requires clarity in defining instructional goals and methods. This talk introduces the concept of representational fluency—the ability to interpret and translate between multiple representations (graphical, mathematical, conceptual)—and explores how carefully designed modules effectively support students’ representational fluency and conceptual understanding [1,2]. Additionally, the presentation highlights reflective thinking as a tangible and assessable component of critical thinking, integral to deep student learning [3,4]. Both representational fluency and reflective thinking provide ways of intertwining explicit instruction within inquiry approaches.
Workshop Block 1
Using Explicit Teaching to Develop Calculation Skills
Presenter: Pamela Baker, St Gabriel’s Castle Hill
Pedagogy approach
Explicit Teaching is a powerful strategy that can support students in developing their calculation skills in science. This session will cover a brief introduction to explicit teaching, how to use explicit teaching to break down the steps of performing a calculation as well as how to explicit teach students how to identify the correct equation to use. Attendees will be provided with a scaffold and time to work in small groups to apply their knowledge to an upcoming lesson.
Working scientifically – observing
Presenter: Dr Sylvia Persis, Wycliffe Christian School
WS Process progression
In this interactive workshop, participants will explore fun and effective ways to develop students’ observation skills, a fundamental aspect of the Working Scientifically process. Aimed particularly at Stage 4, the session features hands-on activities and informal assessment strategies that support early steps in scientific inquiry and Depth Studies. Attendees will also have the opportunity to share their experiences, ask questions, and gather resources to take back to their own classrooms.
50°C: Climate, Heat and Resilience
Presenter: Sophie Poisel, Powerhouse Museum
Content progression
Explore how to integrate real-world climate challenges into your STEM classroom through the 50°C program, developed by Powerhouse with the NSW Office of the Chief Scientist and Engineer. Participants will engage with practical, student-centred tasks: using thermal photography, investigating school microclimates, designing community messaging, and guiding student-driven projects. The workshop offers hands-on experience with accessible tools and data collection techniques, supporting cross-curricular outcomes in science, geography, and sustainability. Ideal for educators seeking to build resilience and climate literacy in students.
Real Observing, Real Data: Hands-On with Murriyang, CSIRO’s Parkes Radio Telescope
Presenter: Robert Hollow, CSIRO
Content progression
This workshop introduces educators to PULSE@Parkes, a free CSIRO program for Years 9–12. Participants will remotely access Murriyang (CSIRO’s Parkes radio telescope) to observe pulsars—highly magnetised, rotating neutron stars—and analyse real-time data. The session includes guided practice with telescope operations, data interpretation activities, and discussions on integrating the program with Stage 5 and 6 science syllabuses. Participants will leave with resources and strategies to engage students in authentic scientific investigation and foster interest in astronomy and STEM careers.
Workshop Block 2
Hooked by MyScience: explicit teaching and real-world enquiry
Presenter: Assoc Prof Anne Forbes, Macquarie University
Pedagogy approach
This session introduces MyScience, a community science initiative where primary and secondary schools collaborate on student-led investigations. The workshop explores how explicit teaching of key science skills—such as questioning, investigating, and data analysis—can be enhanced through cognitive conflict and authentic inquiry. Participants will learn how to support students’ scientific thinking by integrating MyScience with the NSW K–6 syllabus and develop cross-curricular links with mathematics and literacy. The session also showcases partnerships with Scientists as Mentors and Year 9/10 MySTics, offering a powerful model for transformative science education.
Using Animations to Aid Student Involvement and Understanding of Physics
Presenter: Dr Malcolm Hooper
Pedagogy approach
This session explores the power of animation in teaching dynamic physics concepts such as projectile motion, waves, planetary orbits, and relativistic effects. Participants will see examples that extend beyond static diagrams, enabling deeper conceptual understanding through time-based visualisation. The workshop also covers applications across Chemistry and Biology, and provides practical advice on incorporating animation into lesson design to clarify complex topics and improve student engagement.
Data analysis without tears
Presenter: Pascale Warnant, Tara Anglican School for Girls
Content progression
This workshop demystifies data analysis for Stage 4 and 5 students using simulations and accessible datasets. Participants will explore online tools for designing controlled experiments and collecting data, then practise using Excel to analyse real-world data. The session also highlights sources of student-friendly datasets and strategies for teaching analytical skills in context. Educators will leave with classroom-ready resources and greater confidence in embedding data analysis into inquiry-based learning.
Workshop Block 3
Practical Investigations for Stage 5 Physics
Presenter: Sue Farroukh, Marist College Eastwood
Practical Investigation in a wet lab
Designed for teachers with limited Physics backgrounds, this hands-on session supports confident delivery of Stage 5 concepts through dry lab investigations. Participants will conduct experiments such as calculating the speed of light with a microwave, exploring emission spectra, and modelling Rutherford’s gold foil experiment. Each activity includes conceptual explanations and strategies for addressing misconceptions. Attendees will leave with practical ideas and the confidence to prepare students for Stage 6 Physics.
What’s New in the New Syllabus: Cambridge Resources to Support Teachers and Students
Presenter: Dr Simon Crook (Sponsored Session)
Pedagogy approach
This session provides a clear overview of the new NSW 7–10 Science syllabus, including key changes, Depth Study requirements, and curriculum structure. Attendees will explore Cambridge’s new Stage 4 and 5 textbooks and associated resources, with practical guidance for implementation and integration of topics such as data science. The session will also address K–12 progression and provide sample materials to support classroom use.
From Scatter to Clarity: Making Sense of Data Analysis in Science Extension
Presenter: Ryan Leonard, Marist Sisters College Woolwich
Content progression
This workshop focuses on teaching data analysis in Science Extension. Participants will explore descriptive statistics, data cleaning, and a range of statistical tests (t-tests, chi-square, F-tests). The session includes AI-supported strategies for designing case studies and practical approaches to make abstract concepts tangible. Attendees will leave with adaptable resources and tools for supporting student engagement with evidence-based scientific reasoning.
When Do You STOP Fitting the Data?
Presenter: Malcolm Hooper
Content progression
This session explores the limitations of statistical modelling in Science Extension. Participants will examine when and how to apply chi-square and F-tests, and consider the challenges posed by digital datasets. Using climate data as a case study, the workshop illustrates the principles of error distribution and model selection. Teachers will gain insights into guiding students in critical decision-making during scientific investigations.
