Preparing to teach new content from the new Science 7-10 syllabus: Insights from Robin Gordon, STANSW Councillor and Syllabus Working Group Convenor.
New Content
In the new 7-10 syllabus, there is a significant amount of new content that we are not accustomed to, including in Stage 4 or Stage 5. Examples include:
- atomic structure and open and closed energy systems (Stage 4)
- balanced chemical equations and nuclear reactions (Stage 5)
- application of mathematical skills like algebra (Stage 4)
- statistical analysis (Stage 5)
Concerns
The demands of this new content are causing teachers some initial concern as they begin the process of writing teaching programs.
At the recent STANSW conference held at Macquarie University, it was helpful to get an overview of this content and consider how this will translate to the classroom for students. Workshop presenters applied their particular expertise to specific focus areas. I was struck by the way in which the new syllabus has exposed opportunities to refresh the approach to teaching essential concepts.
Opportunities
Opportunities that arose were:
- the use of data to explore the concept of energy can form a more substantial foundation for future learning and the understanding of real-world contexts
- hands-on activities in physics and interactive activities in astronomy to reveal misconceptions, extend vocabulary and lead to accurate concept development
Rather than being daunted by the new content, I encourage you to join with your colleagues in professional networks to explore new ideas and confront the need to change our pedagogical approaches to teaching Science.
I see a need for:
- focused application of skill and strategic selection of activities rather than a scattergun of exercises
- chunked steps to deep understanding rather than a broad exploration of contexts
- a thoughtfully chosen, narrow range of resources rather than multiple sources.
NESA has explained that the new Science 7-10 syllabus is now aligned with the new Mathematics syllabus. The implementation phase would be a perfect time to reach across subject boundaries to collaborate and share insights with colleagues in Mathematics. Perhaps this could also lead to a collaboration in the classroom where learning extends across the disciplines providing students with context and meaning.
Learnings
In the implementation phase, it is important to be conscious of the increased demands of the new syllabus in comparison with the current (2018) syllabus. Whether you are implementing the new syllabus in Years 7-10 all in one year or staged across two years, there will be challenging ‘step ups’ in learning, as well as the potential to leave gaps in concept development. Avoid disadvantage to your students by paying careful attention to the continuum of learning during implementation.
Even though challenges are evident in the implementation of the new Science 7-10 syllabus, there are opportunities to plan for fresh approaches and a focus on sustainable teaching that brings about deeper learning.
Robin Gordon
STANSW Councillor and Syllabus Working Group Convenor