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NSW Syllabuses

Science K–10 (inc. Science and Technology K–6) - Life Skills Earth and Space

Earth and Space: Earth and Solar System


A student:

  • SCLS-13ES

    identifies features of the Earth

  • SCLS-14ES

    explores features of the solar system, including the Earth’s position and movement

Related Stage 4/5 outcomes: SC4-12ES, SC5-12ES


  • The Earth has a variety of features that can be observed and that change over time.
  • Features of the Earth
  • Students:
  • classify features of their local area according to whether they are natural or man-made, eg buildings, trees and parks
  • interact with and/or investigate some natural features of their local area to recognise their purpose, eg rivers used for fishing and swimming CC
  • identify using maps, pictures, interactive media or videos some examples of Australian landforms, eg mountains, deserts, oceans, rivers, lakes, swamps, beaches and sand dunes ICTN
  • recognise that the Earth is a sphere and is surrounded by air
  • Changes to the features of the Earth
  • Students:
  • describe the effects of droughts and floods on the local landscape
  • investigate some changes to features in the local landscape that have occurred by natural processes, eg weathering and erosion by water
  • research natural processes in Asia and Australia, eg volcanic activity, tsunamis and earthquakes, using digital technologies or simulation models ICTA
  • investigate how volcanoes, tsunamis or earthquakes may change or create a landform CCT
  • Features of the Earth are influenced by its position and movement in the solar system.
  • Solar system
  • Students:
  • identify some components of the solar system, eg planets, moons, stars, meteors and comets
  • explore some of the features of our solar system using interactive media, videos, models, visual and graphic resources ICT
  • compare some features of different planets in the solar system CCT
  • recognise the importance of the sun as a star, which provides heat and light to the Earth
  • identify some stars and constellations including the Southern Cross
  • explore how Aboriginal and Torres Strait Islander peoples use the night sky to make decisions about everyday activities, eg food gathering and ceremonies AHC
  • compare the sizes of the Earth, sun and moon N
  • The Earth's movement in space
  • Students:
  • recognise that the Earth moves around the sun
  • identify the time it takes the Earth to travel around the sun (one year) N
  • identify that night and day are caused by the rotation of the Earth once every 24 hours
  • compare the lengths of shadows produced at different times of the day N
  • identify and sequence the seasons N
  • compare the timing of the seasons in the Southern and Northern hemispheres N
  • explore a seasonal calendar used by Aboriginal and Torres Strait Islander peoples AHC
  • recognise that the phases of the moon follow a cycle N

Earth and Space: Earth's Resources


A student:

  • SCLS-15ES

    identifies that the Earth is the source of resources used in everyday life

  • SCLS-16ES

    investigates some practices used in the effective management of the Earth’s resources

Related Stage 4/5 outcomes: SC4-13ES, SC5-13ES


  • The Earth is the source of all the resources needed in everyday life.
  • Students:
  • recognise that living things need food, water, clean air and shelter for survival
  • recognise that the needs of all living things are provided by the Earth
  • recognise some natural resources in the environment
  • identify the uses of a variety of natural resources, including fuel for cars
  • recognise ways that water is used in the school or at home
  • identify the structure of the Earth in terms of core, mantle and crust
  • recognise that the Earth's crust is made of different types of rocks
  • identify some of the Earth's natural resources, eg rocks, minerals, water and fossil fuels
  • distinguish between some natural resources that are non-renewable, eg fossil fuels, minerals and those that are renewable, eg water and solar energy SE
  • Human activity has an impact on the effective management of the Earth's resources.
  • Students:
  • identify items of waste that can be recycled
  • participate in the recycling of items of waste, eg using a recycling bin appropriately CCPSC
  • identify ways to reduce the quantity of resources used, eg turning off taps properly, running the dishwasher only when full or requesting that bills be sent electronically
  • explore human activities that negatively affect resources, eg logging, overfishing and destroying habitats SEPSC
  • identify ways to conserve and protect the use of resources in everyday life, eg land care and water management PSCSE
  • explore and/or participate in ways to improve the environment, eg composting, recycling, cleaning up the local area and planting trees PSCSE
  • investigate strategies to prevent landform erosion or repair landforms after erosion SE
  • identify how human activity has affected the Earth's atmosphere at a global level, eg climate change and ozone depletion SE
  • identify ways that individuals may change their lifestyle to reduce the negative effects of their actions on the atmosphere, eg cycling, car pooling or using electric/hybrid cars SEEUPSC
  • recognise ways that Aboriginal and Torres Strait Islander peoples sustain the value of the land, eg through the selective use of resources AHC