NSW syllabus links
Overview
Sustainability is a cross-curriculum priority. The sustainability action process approach supports students to develop the knowledge, skills, understanding, values and attitudes necessary for people to act in ways that contribute to more sustainable patterns of living as part of learning in each key learning area.
In this resource links are identified to the geography K-10, science and technology K-6, science 7-10 and mathematics K-10 syllabuses. Teachers should also consider using the Literacy continuum and the Numeracy continuum to identify where a student’s skills lie on this continuum and then use the biodiversity investigations to challenge them to move to the next cluster.
Science and technology K–6 (2017)
Investigations into biodiversity enable students to develop knowledge and practise systems thinking and working scientifically skills in support of Stages 2 and 3 living world.
Geography K–10 (2015)
Investigations into biodiversity enable students to work geographically in support of inquiries relating to Stage 2 the Earth’s environment, Stage 3 factors that shape places, Stage 4 landscapes and landforms and Stage 5 environmental change and management.
Science 7-10 (2018)
Investigations into biodiversity enable students to develop knowledge and practise systems thinking and working scientifically skills in support of Stages 4 and 5 living world.
Mathematics K–10 (2012)
Biodiversity audits provide opportunities for students to work mathematically in collecting, analysing and representing data in support of the statistics and probability strand.
Science and technology K–6
Science and Technology K-6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017
Stage 2 – skills
A student:
questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-1WS-S
selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-2DP-T
Stage 2 – living world
A student:
compares features and characteristics of living and non-living things ST2-4LW-S
Stage 3 – skills
A student:
plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-1WS-S
plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-2DP-T
Stage 3 – living world
A student:
examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S
Science 7–10
Science 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2018
Stage 4 – skills
A student:
identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-4WS
collaboratively and individually produces a plan to investigate questions and problems SC4-5WS
follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-6WS
processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-7WS
selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-8WS
presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-9WS
Stage 4 – living world
A student:
relates the structure and function of living things to their classification, survival and reproduction SC4-14LW
explains how new biological evidence changes people's understanding of the world SC4-15LW
Stage 5 – skills
A student:
develops questions or hypotheses to be investigated scientifically SC5-4WS
produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively SC5-5WS
undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively SC5-6WS
processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions SC5-7WS
applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems SC5-8WS
presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations SC5-9WS
Stage 4 – living world
A student:
analyses interactions between components and processes within biological systems(SC5-14LW)
explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society (SC5-15LW)
Geography K–6
Geography K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2015
Stage 2 – skills
A student:
acquires and communicates geographical information using geographical tools for inquiry GE2-4
Stage 2 – The Earth's environment
A student:
examines features and characteristics of places and environments GE2-1
describes the ways people, places and environments interact GE2-2
examines differing perceptions about the management of places and environments GE2-3
Stage 3 – skills
A student:
acquires, processes and communicates geographical information using geographical tools for inquiry GE3-4
Stage 3 – Factors that shape places
A student:
describes the diverse features and characteristics of places and environments GE3-1
explains interactions and connections between people, places and environments GE3-2
compares and contrasts influences on the management of places and environments GE3-3
Geography 7–10
Geography K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2015
Stage 4 – skills
A student:
acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7
communicates geographical information using a variety of strategies GE4-8
Stage 4 – water in the world
A student:
locates and describes the diverse features and characteristics of a range of places and environments GE4-1
describes processes and influences that form and transform places and environments GE4-2
explains how interactions and connections between people, places and environments result in change GE4-3
examines perspectives of people and organisations on a range of geographical issues GE4-4
discusses management of places and environments for their sustainability GE4-5
Stage 5 – skills
A student:
acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7
communicates geographical information to a range of audiences using a variety of strategies GE5-8
Stage 5 – environmental change and management
A student:
explains processes and influences that form and transform places and environments GE5-2
analyses the effect of interactions and connections between people, places and environments GE5-3
accounts for perspectives of people and organisations on a range of geographical issues GE5-4
assesses management strategies for places and environments for their sustainability GE5-5
Mathematics K–6
Mathematics K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012
Stage 2 – skills
A student:
uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM
selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM
checks the accuracy of a statement and explains the reasoning used MA2-3WM
Stage 2 – data 1
A student:
selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs MA2-18SP
Stage 3 – skills
A student:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM
Stage 3 – data 1
A student:
uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables MA3-18SP
Mathematics 7–10
Mathematics K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012
Stage 4 – skills
A student:
communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4-1WM
applies appropriate mathematical techniques to solve problems MA4-2WM
recognises and explains mathematical relationships using reasoning MA4-3WM
Stage 4 – data
A student:
collects, represents and interprets single sets of data, using appropriate statistical displays MA4-19SP
analyses single sets of data using measures of location, and range MA4-20SP
Stage 5.1 – skills
A student:
uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
selects and uses appropriate strategies to solve problems MA5.1-2WM
provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
Stage 5.1 – data
A student:
uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.1-12SP