Capabilities and Priorities within the new Science 7-10 Syllabus

In the 2023 Science 7-10 Syllabus, Learning Across the Curriculum is identified as capabilities and priorities which are essentially described the same as in the 2018 syllabus. However, NESA points to a new approach that “ensures that the capabilities and priorities in the new syllabuses emerge authentically from the content and are not an additional layer on the curriculum”. This means that the capabilities and priorities are embedded in the essential content of the syllabus where they are most relevant. It makes sense that some are emphasised more often in Science than in other subjects; some may only be addressed in subjects other than Science.

It will be evident that the priority, Aboriginal and Torres Strait Islander Histories and Cultures, has been strengthened in the new syllabus. New guidance has been provided with embedded teaching advice, examples and a separate Aboriginal Education teaching and learning support document. These help teachers understand the thinking behind the inclusion of content and guide teachers to seek relevant local Aboriginal insights. The Aboriginal and Torres Strait Islander Principles and Protocols and Working with Aboriginal Communities, a guide to community consultation and protocols, also from NESA, describe how these insights should be gathered. Despite this wide-ranging support, finding relevant resources for this priority with sufficient detail will remain a challenge for some time to come.

Numeracy is a general capability, assisting students to live and work successfully, that has explicitly linked content in the new 7-10 syllabus. Students will need to master and apply such mathematical concepts as algebra, statistics and graphical representations to identified scientific contexts. This opens up opportunities for STEM collaborations with Maths faculties as well as opportunities for trans-disciplinary professional learning and programming.

The Literacy capability has been strengthened in the Working Scientifically outcomes with clearer content statements that describe the need for students to communicate effectively, explain and argue. The content within the focus areas contains multiple instructions to “document findings in a written report/text” or “construct an evidence-based written argument”. It’s clear that literacy is seen as an important component of learning in Science and writing, particularly, is to be regularly practised in a range of scientific contexts. Teachers should seek out expertise and reliable professional learning that will develop their skills to teach literacy.

The Critical and Creative Thinking capability requires students to use “reason and imagination to direct their thinking for different purposes”. There is a perfect opportunity for students to exercise this capability by applying the In Context content at the end of each focus area. Teachers, too, can be creative in developing engaging scenarios to unleash student ideas and promote learning.

There is so much scope to explore content with the Ethical Understanding capability within Science, including data privacy and intellectual property. The syllabus also directs teachers to “use an ethical framework” to provide structure for explicit teaching of this critical capability. It opens the door to a range of appealing classroom strategies like hypotheticals, debates and role plays.

Become familiar with all the capabilities and priorities which are found in the About the Curriculum tab on the very top of the Science 7-10 Syllabus website. Be aware of where they are embedded in the content and become confident in assisting your students to understand their significance in their futures.