skip to main content
NSW Syllabuses

Science K–10 - Stage 1 Working Scientifically


A student:

  • ST1-4WS

    investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know


  • Students question and predict by:
  • responding to and posing questions (ACSIS024, ACSIS037)
  • making predictions about familiar objects and events and the outcomes of investigations (ACSIS024, ACSIS037, ACSHE021, ACSHE034) LCCT
  • Students plan investigations by:
  • identifying the purpose of the investigation
  • suggesting some types of activities that need to be undertaken during the processes of Working Scientifically
  • suggesting observations that could be made to collect data and/or information about their questions and predictions LN
  • recognising that the results of investigations can inform the processes of Working Technologically
  • Students conduct investigations by:
  • working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources, surveys and fieldwork (ACSIS025, ACSIS038) PSC
  • using a range of methods to gather data and/or information, including using their senses to make observations safely and carefully, using simple tools and equipment N
  • using informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026, ACSIS039) NICT
  • making and recording observations and measurements honestly, using tally marks and informal units NEU
  • Students process and analyse data and information by:
  • using a range of methods to sort information, including drawings and provided tables, to match objects and events based on easily observable characteristics (ACSIS027, ACSIS040) L
  • describing changes in objects and events observed in investigations (ACSHE021, ACSHE034)
  • comparing observations with those of others to identify similarities and differences in the findings of their investigations (ACSIS213, ACSIS041)
  • comparing observations with predictions through discussion, as to whether observations were expected and related to their questions and/or predictions (ACSIS212, ACSIS214) CCT
  • sharing their ideas about the need for safety, care and honesty in observing, recording, displaying and interpreting data and/or information PSCEU
  • Students communicate by:
  • representing and communicating observations and ideas using oral and written language, drawing and role-play (ACSIS029, ACSIS042) L
  • displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate ICTN
  • sharing what they did and what they could do differently throughout the investigating process CCTPSC

Background information


In Stage 1 students build on their skills in using the processes of Working Scientifically. Through activities that have been structured by the teacher, they continue to observe and describe, as they did in Early Stage 1, but purposeful play becomes more focused exploration. They ask different types of questions, for example 'What will happen if ...'.

Students recognise sequences of activities that are common to scientific investigations and begin to understand that Working Scientifically includes planning, conducting, processing and reflecting on their findings or experiences. They begin to understand that scientific investigations are more likely to produce useful results if they are planned and conducted in particular ways. Students are introduced to specific types of investigation, including exploration, surveys, fieldwork and accessing information sources, in which they manipulate materials and test ideas. They employ strategies for recording, processing and communicating their observations, findings and ideas, consistent with stage-appropriate understanding in literacy and numeracy. Students begin to recognise that findings from scientific investigations and information sources are the basis for accepting ideas.

In Stage 2 students begin to consider scientific information as well as their own prior knowledge in planning investigations. They offer reasons for selecting simple equipment to help make observations and measurements. Students identify testable questions that can be investigated using safety and fairness. They begin to consider the relationship between the process undertaken and the evidence gathered in reflecting on their questions, investigations and ideas.