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Science and Technology K–6 Syllabus (2024) – information for school leaders

Learn about the Science and Technology K–6 Syllabus (2024) – what has changed and where to get further support.

The Science and Technology K–6 Syllabus (2024) replaces content in the Science and Technology K–6 Syllabus (2017). The Science and Technology K–6 Syllabus (2024) will be implemented from the start of 2027.

The Science and Technology K–6 Syllabus (2024) recognises the critical importance of developing essential knowledge and scientific and technological skills that empower the student to develop a sense of wonder and understanding about how the world works.

It provides students with opportunities to embrace scientific concepts, apply technologies, use data as evidence and design creative solutions.

What you need to know

  • In 2026, teachers engage with the syllabus, and plan and prepare for implementation.
  • Schools are required to enact the new syllabus from Term 1, 2027.
  • The Science and Technology K–6 Syllabus presents a coherent sequence of content to build a strong foundation for science and technology.
  • Students apply their knowledge, understanding and skills through essential content.
  • Creating written texts content, including an outcome in Stage 3, strengthens students’ vocabulary development and deepens their understanding of science and technology.
  • The Statement of Equity Principles underpins the Science and Technology K–6 Syllabus (2024).
  • Teaching advice, examples and support materials are included in the new digital syllabus to strengthen understanding of syllabus content and support teachers in making informed pedagogical decisions.
  • NESA will continue to add teaching advice and support materials to Science and Technology K–6 Syllabus webpages.
    • It is recommended that teachers refer to the website for updated versions in the ‘record of changes’ tab.

The Science and Technology K–6 Syllabus (2024) includes:

  • an explicit focus on students developing their skills in observing, gathering, representing and interpreting data to use as evidence to support arguments
  • content about the human skeletal, respiratory and circulatory systems
  • the study of electrical circuits in Stage 3
  • new opportunities for the practical application of mathematical knowledge
  • using subject-specific vocabulary to express and communicate students’ scientific understanding through creating written texts (CWT) content, including a Stage 3 outcome
  • access content points for students with significant intellectual disability who are working towards Early Stage 1 outcomes.

The following diagram shows the organisation of the outcomes and content for the Science and Technology K–6 Syllabus (2024).

The diagram has 2 columns headed Science and Technologies. Listed under the heading Science are the 4 focus areas, Observations and questions spark curiosity, Investigations of changes provide knowledge and understanding, Physical and living systems depend on energy, and Knowledge of our world and beyond inspires sustainable solutions. The 4 focus areas for Technologies are, Observations and questions initiate design and digital solutions, Design and digital solutions are created through knowledge and understanding, Design processes and digital systems are used to create solutions, and Design and digital technologies engineer sustainable solutions. Both subject areas are circled by a line labelled Applying knowledge, understanding and skills through interrelated practices. The diagram has 2 columns headed Science and Technologies. Listed under the heading Science are the 4 focus areas, Observations and questions spark curiosity, Investigations of changes provide knowledge and understanding, Physical and living systems depend on energy, and Knowledge of our world and beyond inspires sustainable solutions. The 4 focus areas for Technologies are, Observations and questions initiate design and digital solutions, Design and digital solutions are created through knowledge and understanding, Design processes and digital systems are used to create solutions, and Design and digital technologies engineer sustainable solutions. Both subject areas are circled by a line labelled Applying knowledge, understanding and skills through interrelated practices.
Image: Figure 1: The organisation of Science and Technology K–6 (NESA, 2024)

Prior to implementing the Science and Technology K–6 Syllabus (2024), leaders will need to consider the following:

  • The complexities for staff working towards the familiarisation and implementation of four new syllabuses – Creative Arts, HSIE, PDHPE and Science and Technology.
  • Whole-school planning implications including timetabling, staffing and RFF to align with syllabus implementation requirements.
  • Supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform including the syllabus teaching advice and examples.
  • Building teacher understanding of new or unfamiliar content.
  • Resource and budget implications including
    • identifying teacher strengths and expertise to support curriculum implementation in schools
    • time for staff to engage with the syllabus and build their knowledge and understanding of essential content and the interrelated practices of each focus area
    • professional learning to build staff capacity, including explicit teaching and Curriculum planning K–12 to optimise learning for all students in science and technology
    • equipment and materials to support essential learning.

The Science and Technology K–6 Syllabus (2024) is based on evidence highlighting that:

  • Ofsted (2021) states that science should be curriculum-led and structured to show how disciplinary knowledge is embedded within substantive content, allowing students to engage with science meaningfully rather than treating skills as stand alone.
  • Lewis (2005) explicitly explores how problem-solving, and design thinking are strengthened when disciplinary knowledge (like science content) is used within the design process.

The full evidence base can be found in the support document: Bibliography: Science and Technology K–6 published by NESA (2024).

Science and Technology K–6 Syllabus 2024 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

  • To what extent are staff ready to undertake implementation of the Science and Technology K–6 Syllabus (2024)?
  • What evidence is there that staff have understood syllabus changes and familiarised themselves with the 2024 syllabus?
  • How will knowledge gaps be identified and planned for to support students as they transition between syllabuses?
  • What school practices and systems are in place to engage with departmental resources and support for science and technology implementation, for example, curriculum resources, professional learning, Primary curriculum communities and other collaborative network initiatives?
  • How will the Science and Technology K–6 Syllabus (2024) be embedded into the School Excellence Plan (SEP)? What is in place to support and evaluate this practice?
  • What resources are required to commence science and technology implementation and meet planning, programming, assessing, and reporting requirements?
  • How are the changes in curriculum being communicated with parents, carers and the broader school community?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • Teaching and learning

Business Unit:

  • Curriculum
Page details

Last modified date
18/08/2026
Business unit contact email
mrd@det.nsw.edu.au
Executive director
Megan Kelly
Executive director’s business unit
Teaching Learning&Student Wellbeing
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