Prioritising the Working Scientifically processes and programming for a continuum of skill development: Insights and recommended resources from Robin Gordon, STANSW Councillor and Syllabus Working Group Convenor.
“The Working Scientifically processes are an integral component of the Science 7–10 Syllabus and are embedded in outcomes and content” (Science 7-10 Syllabus overview, NESA, 2023); however, in practice, the significant amount of new content could easily overshadow the attention paid to the explicit teaching of these processes.
For each focus area, a list of “related” or targeted Working Scientifically outcomes are provided at the top of the webpage. Consider how the application of these skills are required to describe, explain, investigate and conduct a practical investigation. As you program and implement the syllabus, attention should be drawn to the content within the targeted Working Scientifically outcomes to guide the explicit teaching and practise of these skills. The Teaching Advice linked to each focus area also offers a wealth of ideas for the application of skills.
In the new syllabus, the Working Scientifically processes have been extended to include Observing. It is targeted in Stage 4 and Stage 5 focus areas, where strategies will be needed to teach these skills to strengthen students’ application to the practice of science.
The mapping grid for Working Scientifically outcomes highlights the fact that some processes are only targeted once or twice within a stage. In order to give your students ample opportunity to practise them, it would be wise to include additional relevant Working Scientifically processes in your programs, particularly where you have added Data Science or a Depth Study to the focus area.
Importantly, note the difference between Stage 4 and Stage 5 Working Scientifically outcomes and content and, therefore, the continuum of skill development needed in practice. This means that Year 7 students should not be expected to have the same capacity to meet Stage 4 Working Scientifically outcomes as Year 8 students. Similarly, Year 9 will not have the same level of skill development as Year 10. Thoughtful programming should smooth out the continuum and the step up from Stage 4 to Stage 5 skills.
It’s critical that we continue to prioritise Working Scientifically processes in our programs and maintain them as an integral component of the teaching of Science in Years 7 to 10.
Robin Gordon
STANSW Councillor and Syllabus Working Group Convenor