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 science and technology K-6, technology mandatory 7-8, PDHPE K-10, geography K-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 kitchen gardens investigations to challenge them to move to the next cluster.
Science and technology K–6 (2017)
Planning of sustainable kitchen gardens enable students to use design and production skills in support of Stages 2 and 3 material world and living world, food and fibre. Investigations into the interdependencies and physical conditions also supports Stages 2 and 3 lliving world.
Technology mandatory 7–8 (2017)
Investigations into kitchen gardens as managed environments enable students to use design and production skills in support of Stage 4 agriculture and food technologies.
PDHPE K–10 (2018)
Participation in kitchen gardening and food technologies immerses students in nature, promotes healthy eating and involves students in physical activity. It empowers students to make healthy food and activity choices in support of the healthy, safe and active lifestyles strand.
Geography K–10 (2015)
Investigations into sustainable kitchen gardens 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 place and liveability and Stage 5 sustainable biomes.
Mathematics K–10 (2012)
Kitchen gardens can provide opportunities for Stages 2 and 3 students to work mathematically and create and interpret maps and plans in support of the position 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
describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter ST2-5LW-T
Stage 2 – material world
A student:
investigates the suitability of natural and processed materials for a range of purposes ST2-7MW-T
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
explains how food and fibre are produced sustainably in managed environments for health and nutrition ST3-5LW-T
Stage 3 – material world
A student:
explains how the properties of materials determine their use for a range of purposes ST3-7MW-T
Technology mandatory 7–8
Technology Mandatory 7-8 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:
designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP
plans and manages the production of designed solutions TE4-2DP
selects and safely applies a broad range of tools, materials and processes in the production of quality projects TE4-3DP
Stage 4 – agriculture and food technologies
A student:
investigates how food and fibre are produced in managed environments TE4-5AG
explains how the characteristics and properties of food determine preparation techniques for healthy eating TE4-6FO
PDHPE K–6
Personal Development, Health and Physical Education K-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 2 – skills
A student:
demonstrates self-management skills to respond to their own and others’ actions PD2-9
demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations PD2-10
Stage 2 – healthy, safe and active lifestyles
A student:
describes strategies to make home and school healthy, safe and physically active spaces PD2-7
investigates and participates in physical activities to promote the benefits of physical activity on health and wellbeing PD2-8
Stage 3 – skills
A student:
applies and adapts self-management skills to respond to personal and group situations PD3-9
selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections PD3-10
Stage 3 – healthy, safe and active lifestyles
A student:
proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces PD3-7
creates and participates in physical activities to promote healthy and active lifestyles PD3-8
PDHPE 7–10
Personal Development, Health and Physical Education K-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:
demonstrates self-management skills to effectively manage complex situations PD4-9
applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts PD4-10
Stage 2 – healthy, safe and active lifestyles
A student:
investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities PD4-7
plans for and participates in activities that encourage health and a lifetime of physical activity PD4-8
Stage 5 – skills
A student:
assesses and applies self-management skills to effectively manage complex situations PD5-9
critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a variety of groups or contexts PD5-10
Stage 3 – healthy, safe and active lifestyles
A student:
plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical activity in their communities PD5-7
designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity PD5-8
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:
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:
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 – place and liveability
A student:
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
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 – sustainable biomes
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
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
Stage 2 – position
A student:
uses simple maps and grids to represent position and follow routes, including using compass directions MA2-17MG
Stage 3 – skills
A student:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
Stage 3 – position
A student:
locates and describes position on maps using a grid-reference system MA3-17MG