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Multiple Syllabuses
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Table of contents
Table of contents................................................................................................................................4

English K–10......................................................................................................................................7

Implementation for K–2 from 2023 and 3–10 from 2024................................................................7

Overview........................................................................................................................................7

Syllabus overview.......................................................................................................................7

Rationale......................................................................................................................................19

Aim...............................................................................................................................................20

Table of outcomes........................................................................................................................21

Secondary (7–10).....................................................................................................................21

Outcomes and content for Stage 4..............................................................................................23

Reading, viewing and listening to texts....................................................................................23

Understanding and responding to texts A................................................................................26

Understanding and responding to texts B................................................................................29

Understanding and responding to texts C................................................................................31

Expressing ideas and composing texts A.................................................................................32

Expressing ideas and composing texts B.................................................................................38

Assessment..................................................................................................................................39

Common Grade Scale..............................................................................................................39

Course performance descriptors..............................................................................................39

Assessment of Life Skills outcomes.........................................................................................40

Mathematics K–10...........................................................................................................................41

Implementation for K–2 from 2023 and 3–10 from 2024..............................................................41

Overview......................................................................................................................................41

Syllabus overview.....................................................................................................................41

Rationale......................................................................................................................................48

Aim...............................................................................................................................................49

Table of outcomes........................................................................................................................50

Secondary (7–10).....................................................................................................................50

Outcomes and content for Stage 4..............................................................................................56

Computation with integers........................................................................................................56

Fractions, decimals and percentages.......................................................................................59

Ratios and rates.......................................................................................................................66

 Algebraic techniques................................................................................................................69

Indices......................................................................................................................................73

Equations.................................................................................................................................76

Linear relationships..................................................................................................................79

Length......................................................................................................................................83

Right-angled triangles (Pythagoras’ theorem)..........................................................................86

Area..........................................................................................................................................88

Volume.....................................................................................................................................94

Angle relationships...................................................................................................................96

Properties of geometrical figures............................................................................................102

Data classification and visualisation.......................................................................................106

Data analysis..........................................................................................................................109

Probability...............................................................................................................................112

Assessment................................................................................................................................114

Common Grade Scale............................................................................................................114

Course performance descriptors............................................................................................114

Assessment of Life Skills outcomes.......................................................................................115

Science 7–10.................................................................................................................................116

Implementation from 2026.........................................................................................................116

Overview....................................................................................................................................116

Syllabus overview...................................................................................................................116

Rationale....................................................................................................................................120

Aim.............................................................................................................................................121

Table of outcomes......................................................................................................................122

Secondary (7–10)...................................................................................................................122

Outcomes and content for Stage 4............................................................................................130

Working scientifically..............................................................................................................130

Observing the Universe..........................................................................................................132

Forces....................................................................................................................................135

Cells and classification...........................................................................................................137

Solutions and mixtures...........................................................................................................140

Living systems........................................................................................................................143

Periodic table and atomic structure........................................................................................146

Change...................................................................................................................................149
 Data science 1........................................................................................................................152

Assessment................................................................................................................................155

Common Grade Scale............................................................................................................155

Course performance descriptors............................................................................................155

Assessment of Life Skills outcomes.......................................................................................156

English K–10
Implementation for K–2 from 2023 and 3–10 from 2024
English for K−2

The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.

English for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2024 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of English K–10
The organisation of outcomes and content for English K–10 highlights the role and connection that
Understanding Texts and Creating Texts have across all areas of English. The organisation of
outcomes and content reflects the essential knowledge, understanding and skills that students are
expected to learn, including the study of a wide range of literature.

The knowledge, understanding and skills described in the outcomes and content of each focus
area provide a basis for students to successfully progress to the next stage of learning. Focus
areas should not be interpreted as hierarchical or time bound, as instructional priorities will be
informed by learner needs.

K–2 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Oral language and communication

§ Vocabulary
§ Phonological awareness
§ Print conventions
§ Phonic knowledge
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting
§ Understanding and responding to literature

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 Figure 1: The organisation of English K–2

3–6 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Oral language and communication

§ Vocabulary
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting and digital transcription
§ Understanding and responding to literature

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 Figure 2: The organisation of English 3–6

In English K–6, the importance of strong foundations in the early years across oral language,
reading and writing is highlighted. The organisation of the syllabus supports the development of
early literacy knowledge and skills, while continuing to acknowledge the importance of learning
about and enjoying literature.

Evidence highlights the importance of oral language, reading and writing. Oral language can
include spoken, nonverbal, symbolic and gestural forms. This includes Auslan, which fulfils the
same function as oral language in meeting the communication and language development needs
of students who are d/Deaf or hard of hearing.

Making connections through related content K–6

Many connections exist between the focus areas in English. Knowledge of and skills for focus
areas often develop in an interrelated manner and are therefore best addressed in parallel.

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ related content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.

Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught together. Teachers should consider their students’ needs and abilities when
selecting related content, to design meaningful teaching and learning experiences.

§ Making Connections Early Stage 1

§ Making Connections Stage 1
§ Making Connections Stage 2
§ Making Connections Stage 3

7–10 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Reading, viewing and listening to texts

§ Understanding and responding to texts
§ Expressing ideas and composing texts
English 7–10 builds on the foundational skills developed in the earlier years to support the growing
knowledge, understanding and skills in the areas of Reading, viewing and listening to texts,
Understanding and responding to texts and Expressing ideas and composing text.

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 Figure 3: The organisation of English 7–10

Image long description: The 3 focus areas of the English 7–10 Syllabus: Reading, viewing and
listening to texts; Understanding and responding to texts; and Expressing ideas and composing
texts. The first focus area is surrounded by a rectangular box titled Understanding texts. The third
focus area is surrounded by a rectangular box titled Composing texts. The second focus area is
elongated, so as to be included in both rectangular boxes.

Course requirements K–10

Text requirements
Engaging with texts is central to the study of English.

Text requirements for English K–2

Understanding and creating a wide range of texts is central to the study of English. In K–2 the term
texts refers to print, digital or spoken forms of communication and includes fiction and nonfiction
works. Many types of texts are easy to recognise by their subject matter, forms and structures,
such as imaginative, informative and persuasive texts. Texts have evolved over time for the
purpose of communicating effectively with a range of audiences. Sometimes a number of elements
from different types of texts can be included in a single text, resulting in a hybrid text. For example,
an imaginative text such as a narrative will predictably have language features such as action
verbs and descriptive noun groups, but may also contain visual features such as speech bubbles,
diagrams and subheadings more typically seen in informative texts.

The act of creating texts involves:

§ selecting the language appropriate to purpose

§ adapting and experimenting with language
§ using textual elements from different styles, modes and text forms.
Literature

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Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse
contemporary, historical and cultural contexts.

Literature should be readily available to students in the classroom and updated regularly.

Across a year of learning, teachers must give students daily opportunities:

§ To be read to: Being read to supports children in acquiring new vocabulary from a text, gives
students access to texts beyond their immediate means and supports the development of
reading as pleasure. Independent reading should not supplant being read to. Where reading
aloud is not accessible for students, they should be read to using their preferred
communication form(s).
§ To read decodable texts: Decodable texts support beginning readers to use decoding
strategies and practise their developing reading skills. Provide decodable texts for beginning
readers in Early Stage 1, and as needed for students in Stage 1 and beyond.
§ For wide reading: Once students can consistently use phonic knowledge to decode words,
the use of decodable texts does not need to continue. At this point, students should be reading
a wide range of texts of increasing complexity and varied topics.
§ For wide writing: Students need to practise and experiment with creating written texts in
English and all other learning areas. Specific opportunities for writing may be found in texts
being read, or in other experiences that can provide real contexts, audiences and purposes.
Text selection

As teachers identify what their students need to learn at particular points in time, they can select
texts to facilitate the learning. Text selections should respond to the individual needs of students.
Texts should be selected that either support or extend students’ reading. A well-chosen text
enables students to practise, enhance and transfer knowledge and skills they already have and
apply this learning to new contexts.

Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of texts, including:

§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ picture books
§ poetry and texts that feature wordplay and figurative language
§ classic and contemporary literature which include cultural and linguistic diversity
§ narrative texts that include examples of character (the term ‘narrative’ refers to an account of
events or related experiences that can be real or imagined)
§ texts that provide information in different forms
§ texts that include persuasive arguments presented in different forms
§ plays
§ decodable texts
§ a range of digital texts (Stage 1).
Text complexity

Text complexity may vary in:

§ ideas or knowledge
§ structure
§ vocabulary
§ sentence complexity

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§ levels of meaning or subtlety.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.

Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology and
augmentative and alternative communication (ACC) systems, such as:

§ gesture
§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.

Text requirements for English 3–6

Understanding and creating a wide range of texts is central to the study of English. In 3–6 the term
texts refers to print and digital forms of communication that include linguistic, visual, audio, gestural
and spatial meaning-making systems. Quality examples of literature should be presented in print
and digital mediums, as well as in multimodal, visual and spoken modes, including picture books.

Many types of texts are easy to recognise by their subject matter, forms and structures.
Persuasive, informative and imaginative texts include a range of genres for different social
purposes.

Texts have evolved over time for the purpose of communicating effectively with a range of
audiences. Sometimes several elements from different types of texts can be included in a single
text, resulting in a hybrid text. Hybridity can encompass genre, modality and form.

Literature

Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse

Multiple Syllabuses Page 12 of 159

contemporary, historical and cultural contexts. Literature is a way of sharing experiences about and
beyond readers’ lives while also creating empathy and opportunities for enjoyment.

Literature should be readily available to students in the classroom and updated regularly.

Across each year of learning, teachers must give students daily opportunities:

§ To be read to: Teachers can support the development of reading for pleasure. By reading
aloud and engaging students in discussions, teachers provide students with access to texts
beyond their immediate means, introducing them to new ideas and vocabulary and
encouraging them to explore different ways of thinking.
Where listening to texts read aloud is not accessible for students, they should be read to using
their preferred communication form(s).

§ For wide and deep reading: Students should independently read and respond to a wide
range of texts of varied genres and topics, with increasing complexity. They should also read
and respond to texts of personal interest. Students should read aloud and silently for meaning,
to acquire new ideas and vocabulary for communication, and for enjoyment.
Students who are not reading independently and have not mastered the initial and extended
phonic code may need access to age-appropriate decodable texts to continue learning and
consolidating decoding skills.

Where reading aloud is not accessible for students, they can share their reading using their
preferred communication form(s) or engage in silent reading.

§ For wide writing: Students need to practise and experiment with creating persuasive,
informative and imaginative texts in different forms. These can be created in English and in
other learning areas, in both print and digital modes. Students should practise their writing
under a variety of conditions with varied parameters of length and time. Writing refers to the
creation of texts rather than the skill of handwriting. Students should be encouraged to create
texts using their preferred communication form(s), including through the use of assistive
technology as required. Reading supports wide writing, giving students the knowledge to:
 select appropriate language suited to purpose
 adapt and experiment with language
 use textual elements from different genres and modes.
Text selection

As teachers identify what their students need to learn at points in time, they select texts to facilitate
that learning. Text selections should respond to the individual needs of students. Texts should be
selected that either support or extend students’ reading. Selecting high-quality texts enables
students to study features within and between texts. It can also enhance their knowledge,
understanding and experience of others and of how texts represent the world. High-quality texts
can support students to apply their language learning to new contexts for both reading and writing.

The selection of texts must include:

§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ literature from other countries.
Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of literature that includes strong examples of:

§ narrative
§ characterisation, including examples of stereotypical and archetypal characters
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§ imagery, symbol and connotation
§ genre
§ theme
§ context and perspective
§ argument and authority.
Literature must include:

§ novels (may include quests, fantasy, science fiction, mystery novels)

§ plays
§ poetry
§ classic and contemporary literature that represents diverse experiences (may include literature
by authors with diverse backgrounds and experiences, including authors with disability)
§ myths, legends, fables and fairytales
§ texts that provide information in different forms (may include everyday texts such as brochures,
community publications, recipes, advertisements)
§ texts that include persuasive arguments presented in different forms
§ hybrid texts (an imaginative text such as a narrative will typically have language features such
as the use of dialogue but may also contain visual features such as diagrams and subheadings
more typically seen in informative texts)
§ texts chosen by students for personal interest and enjoyment.
Text complexity

Text complexity may vary in:

§ ideas or knowledge
§ structure
§ vocabulary
§ sentence complexity
§ levels of meaning or subtlety
§ modal elements.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.

Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:

§ gesture

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§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.

Text requirements for English 7–10

Engaging with texts is central to the study of English. In Years 7–10, texts should be understood to
mean any written, spoken/signed, nonverbal, visual, auditory or multimodal communication.

The forms, features and structures of texts evolve over time for the purpose of communicating
effectively with a range of audiences. Sometimes a number of elements from different types of
texts can be included in a single text, resulting in a hybrid text.

Students undertake essential content, and work towards course outcomes, by engaging
meaningfully with a range of texts. Teachers select texts based on their understanding of what
students need to learn at particular points in time. A well-chosen text enables students to study
features within and between texts that can enhance their knowledge, understanding and
experience of how texts represent the world. Texts should be selected that either support or extend
students’ reading.

Text selection

As the focus of learning in each Stage, students are required to engage meaningfully with:

§ at least 2 works of extended prose (including at least one novel)

§ at least 2 collections of poetry
§ at least 2 films
§ at least 2 drama texts (including at least one Shakespeare play in Stage 5)
§ a range of types of texts inclusive of short prose, visual, spoken, multimodal and digital texts.
Across each stage, the selection of texts must give students experiences of:

§ a range of fiction and non-fiction texts that are widely regarded as quality literature
§ a range of texts by Australian authors
§ a range of texts by Aboriginal and Torres Strait Islander authors
§ a range of quality texts from around the world, including texts about intercultural and diverse
experiences (might include literature by authors with diverse backgrounds and experiences,
including authors with disability)
§ a range of cultural, social and gender perspectives, including from popular and youth cultures
§ texts chosen by students for personal interest and enjoyment.
Teachers should preview the texts that they select to use as a part of students’ learning. This
allows teachers to identify potential areas for targeted teaching.

Text complexity

Text complexity may vary in:

§ ideas or knowledge
Multiple Syllabuses Page 15 of 159
§ structure
§ vocabulary
§ sentence complexity
§ levels of meaning or subtlety
§ modal elements.
Most texts combine simple, predictable, moderately complex and highly complex features. The
selection of texts should provide opportunities for students to engage with features of texts that
provide appropriate levels of challenge.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share and extend their experiences of reading or viewing texts in their home
languages or dialects. This can assist them to make meaningful connections between their home
languages or dialects and Standard Australian English. For students for whom Auslan is their first
language, this should include a variety of signed texts, which may be live or recorded. Students
whose first language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide opportunities for students to respond to and compose texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:

§ gesture
§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.
Note: For English Life Skills 7-10, the Text requirements can be used as guidelines to provide
relevant and meaningful teaching and learning opportunities that draw from a wide range of texts.

Mandatory curriculum requirements 7–10

The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board developed English syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of English study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in English during Stage 5 (Years 9 and 10)
will be recorded with a grade. Students undertaking the English course based on Life Skills
outcomes and content are not allocated a grade.

Course numbers:

§ English: 300
Multiple Syllabuses Page 16 of 159
§ English Life Skills: 303
Exclusions: Students may not access both the English Years 7–10 outcomes and content and the
English Life Skills outcomes and content.

Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.

Multiple Syllabuses Page 17 of 159

Students who are new to learning English may understand concepts, themes and ideas
appropriate to higher stages of learning. However, teachers may need to provide additional explicit
teaching of content that will support students' language learning and enable them to demonstrate
their understandings.

There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.

For example:

§ Some students in Early Stage 1 could be working on the Stage 1 Vocabulary outcome while
also working on Early Stage 1 Phonic Knowledge
§ In Stage 2 or Stage 3, some students may not have learnt initial and extended phonic
knowledge and will need explicit phonics instruction as outlined in Early Stage 1 and Stage 1.
They will also need age-appropriate decodable texts to practise reading. These students must
be given additional instruction, with intervention continuing until the extended phonics code
has been mastered and skills are automatic.
§ Some students will achieve Stage 2 outcomes for Creating Written Texts during Year 3 and will
need to be extended by accessing content at a higher stage.
§ In Stage 4, some students may not be able to access texts that are complex in their
construction. These students must be given support to develop their skills through explicit
teaching and consideration of the content in the Stage 3 Reading Comprehension outcome.

The importance of language in English

Students’ knowledge and understanding about language will grow and deepen as they engage with
increasingly complex texts across a range of modes. Students continue to develop their
understanding of how language use at word, sentence, paragraph and whole text-level, is
determined by context, audience and purpose. Students’ knowledge of their first language will
support this development.

The development of students’ vocabulary and background knowledge can be supported by their
teachers engaging them in rich discussion and analysis of a range of texts, including those widely
regarded as quality literature. This can support students’ comprehension and has the potential to
expand their ideas and experience of both their own world and the world of others. As students
deepen their knowledge of language, they can apply new understanding to purposefully
communicate their ideas, with increasing confidence and efficacy. Through knowledge and
understanding of language, students can appreciate, reflect on and enjoy texts that are widely
regarded as quality literature.

Multiple Syllabuses Page 18 of 159

Rationale
With the release of the 3–10 outcomes and content the English K–10 rationale has been updated.

Language and text shape our understanding of ourselves and our world. This allows us to relate
with others, and contributes to our intellectual, social and emotional development. In English K–10,
students study language in its various textual forms, which develop in complexity, to understand
how meaning is shaped, conveyed, interpreted, and reflected.

Students engage with literature from Australia, including the rich voices of Aboriginal and Torres
Strait Islander Peoples, and from across the world. These texts communicate in distinctive ways
and are shaped by lived experiences, knowledge, cultures, and connections. By exploring historic
and contemporary texts, representative of a range of cultural and social perspectives, students
broaden their experiences and become empowered to express their identities, personal values and
ethics.

Students develop foundational literacy skills in the early years and progressively build on these
skills. This enables them to learn about and control language in a range of increasingly
sophisticated contexts.

Through interrelated practices and experiences in understanding and creating texts, students learn
about the power, purpose, value and art of English. The development of these interconnected skills
and understandings supports students to become confident communicators, critical and
imaginative thinkers, and informed and active participants in society.

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Aim
The aim of English in Years K–10 is to enable students to understand and use language
effectively. Students learn to appreciate, reflect on and enjoy language, and make meaning in
ways that are imaginative, creative, interpretive, critical and powerful.

Multiple Syllabuses Page 20 of 159

Table of outcomes
Secondary (7–10)
Focus area Stage 4 Stage 5

Reading, viewing and listening to texts EN4-RVL-01 EN5-RVL-01

uses a range of personal, creative and critical uses a range of personal, creative and critical
strategies to read texts that are complex in their strategies to interpret complex texts
ideas and construction

Understanding and responding to texts EN4-URA-01 EN5-URA-01

Includes: analyses how meaning is created through the analyses how meaning is created through the
use of and response to language forms, use and interpretation of increasingly complex
Stage 4: Understanding and responding to features and structures language forms, features and structures
texts A
Stage 4: Understanding and responding to EN4-URB-01 EN5-URB-01
texts B examines and explains how texts represent evaluates how texts represent ideas and
ideas, experiences and values experiences, and how they can affirm or
Stage 4: Understanding and responding to challenge values and attitudes
texts C EN4-URC-01
identifies and explains ways of valuing texts EN5-URC-01
and the connections between them investigates and explains ways of valuing texts
and the relationships between them

Expressing ideas and composing texts EN4-ECA-01 EN5-ECA-01

Includes: creates personal, creative and critical texts for crafts personal, creative and critical texts for a
a range of audiences by using linguistic and range of audiences by experimenting with and
Stage 4: Expressing ideas and composing texts stylistic conventions of language to express controlling language forms and features to
A ideas shape meaning
Stage 4: Expressing ideas and composing texts
B EN4-ECB-01 EN5-ECB-01
uses processes of planning, monitoring, uses processes of planning, monitoring,
revising and reflecting to support and develop revising and reflecting to purposefully develop
Multiple Syllabuses Page 21 of 159
 Focus area Stage 4 Stage 5

composition of texts and refine composition of texts

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of
assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life
Skills outcomes and content can be found on the NESA website.

Multiple Syllabuses Page 22 of 159

Outcomes and content for Stage 4
Reading, viewing and listening to texts
Outcomes
A student:

§ uses a range of personal, creative and critical strategies to read texts that are complex in their
ideas and construction EN4-RVL-01
Related Life Skills outcomes: ENLS-RVL-01, ENLS-RVL-02

Content

Reading, viewing and listening skills

§ Apply reading pathways to determine form, purpose and meaning

Example(s):

Recognising that different types of texts have different presentational conventions, such
as a graphic novel with panes that may be read left to right and down, or top to bottom, or
one pane per page.

§ Use contextual cues to infer the meaning of unfamiliar words

Example(s):

Segmenting words to discuss morphemic patterns.

§ Apply a range of strategies to develop fluency in reading aloud, including an understanding of

pace, tone and voice
§ Revisit texts to develop a clear understanding of the themes, ideas and attitudes they express

Reading, viewing and listening for meaning

§ Explore the main ideas and thematic concerns posed by a text for meaning
§ Engage with the ways texts contain layers of meaning, or multiple meanings
§ Identify and understand that relevant prior knowledge and personal experience enables and
enhances understanding when reading, viewing or listening to texts

Example(s):

Recognising that a story, such as a creation story or ‘rags to riches’ story, exists in
different ways in different cultural contexts.

Multiple Syllabuses Page 23 of 159

§ Explain personal responses to characters, situations and issues in texts, recognising the role
of written, oral or visual language in influencing these personal responses

Example(s):

Identifying and articulating how the opinions, motivations and choices of characters in
fiction evoke empathy, sympathy, antipathy and identification.

Engaging with the ways tense and sequencing inform the audience’s perception of
events.

§ Explain how the use of language forms and features in texts might create multiple meanings

Example(s):

Understanding that ambiguity can be created through elements of text, such as tone,
symbolism, connotation and/or foreshadowing.

§ Using a range of texts, describe how Aboriginal and Torres Strait Islander authors convey
connections between Culture and identity
§ Understand how language use evolves over time and in different places and cultures, and is
influenced by technological and social developments

Example(s):

Understanding connections between language and social, historical and cultural contexts.

Reading for challenge, interest and enjoyment

§ Read texts selected to challenge thinking, develop interest and promote enjoyment, to prompt
a personal response
§ Read a variety of texts that present a range of perspectives and experiences, including those
of Aboriginal and Torres Strait Islander Peoples, and respond in a range of ways, including
sustained written responses where appropriate
§ Read texts of interest for sustained periods of time and respond to this reading in a variety of
ways
§ Use strategies to enhance interest and overcome challenges experienced when reading

Example(s):

Developing a system of note-taking or annotating to capture key points in texts.

§ Communicate purposefully with peers in response to texts

Example(s):

Developing and refining interpretations of texts through discussion and argument.

§ Understand the ways reading helps us understand ourselves and make connections to others
and to the world
Multiple Syllabuses Page 24 of 159
Reflecting
§ Reflect on how reading, viewing and listening to texts has informed learning
§ Reflect on how an understanding of texts can be enhanced through re-reading and close study
§ Discuss and reflect on the value of reading for personal growth and cultural awareness
§ Use reading strategies, and consider their effectiveness, when reflecting on the successes and
challenges of extended reading
§ Reflect on how reading promotes a broad and balanced understanding of the world and
enables students to explore universal issues
§ Reflect on own experiences of reading by sharing what was enjoyed, discussing challenges to
strengthen an understanding of the value of reading

Multiple Syllabuses Page 25 of 159

Understanding and responding to texts A
Outcomes
A student:

§ analyses how meaning is created through the use of and response to language forms, features
and structures EN4-URA-01
Related Life Skills outcomes: ENLS-URA-01

Content

Representation
§ Explore how language and text are acts of representation that range from objective to
subjective and may offer layers of literal or implied meanings, and apply this understanding in
own texts

Code and convention

§ Use appropriate metalanguage to describe how meaning is constructed through linguistic and
stylistic elements in texts

Example(s):

Using terms such as simile, metaphor and oxymoron to identify and differentiate between
rhetorical devices in texts.

§ Understand how language forms, features and structures, in a variety of texts, vary according
to context, purpose and audience, and demonstrate this understanding through written,
spoken, visual and multimodal responses
§ Analyse how texts can draw on the codes and conventions of a range of modes and media to
shape new meanings, and demonstrate this understanding in own texts
§ Explore how Standard Australian English has been influenced by a range of languages and
dialects

Example(s):

Considering the common usage of loan words and phrases from a range of languages
and cultures, such as koala, from the Dharug word gula, emu from Portuguese, marathon
from Greek, and déjà vu from French.

Connotation, imagery and symbol

§ Analyse how figurative language and devices can represent ideas, thoughts and feelings to
communicate meaning

Multiple Syllabuses Page 26 of 159

§ Apply knowledge of how different patterns and combinations of figurative language devices
can shape meaning throughout a text through established or dynamic associations, and
experiment with these devices in own texts

Example(s):

Identifying how motif depicts multiple meanings or reflects a theme in a text.

§ Explain how Aboriginal and Torres Strait Islander authors use figurative language and devices
to shape meaning

Example(s):

Symbolism, imagery or metaphor with reference to Country/Place might be used to

convey ideas, thoughts and feelings.

Point of view
§ Recognise how texts engage and position the audience to perceive events, characters and
ideas using narrative voice and focalisers, tense, sequencing and intrusion, and apply this
understanding in own texts

Example(s):

Examining how a novel focalises 2 different characters’ narratives in alternating chapters,

and on the same timeline, to provide different perspectives on the same events.

Examining how voice-over narration in a film can be used as an intrusion to capture the
thoughts and reflections of a focalised character.

§ Understand how choice of first, second and third-person voice can establish different
relationships between creator and audience, and experiment with changes in point of view in
own texts

Characterisation
§ Analyse how engaging characters are constructed in texts through a range of language
features and structures, and use these features and structures in own texts

Example(s):

Considering how elements of dialogue, such as vocabulary, syntax and tone, can develop
understanding of a character.

Multiple Syllabuses Page 27 of 159

§ Describe how characters in texts, including stereotypes, archetypes, flat and rounded, static
and dynamic characters represent values and attitudes, and experiment with these in own
texts

Example(s):

Examining how the relationships between a character’s motivations, actions and

resolutions can suggest ideas and values in a text.

§ Understand how the interactions of characters, such as protagonists and antagonists, might be
perceived to represent aspects of human relationships, and experiment with interactions when
composing texts

Narrative
§ Understand narrative conventions, such as setting, plot and sub-plot, and how they are used to
represent events and personally engage the reader, viewer or listener with ideas and values in
texts, and apply this understanding in own texts

Example(s):

Understanding the relationship between complication and resolution, and how this
relationship can affirm or challenge a reader’s expectations.

§ Examine how narratives can depict personal and collective identities, values and experiences

Example(s):

Examining how narratives can represent real-world challenges and possible solutions by
posing social, moral or ethical questions.

Multiple Syllabuses Page 28 of 159

Understanding and responding to texts B
Outcomes
A student:

§ examines and explains how texts represent ideas, experiences and values EN4-URB-01
Related Life Skills outcomes: ENLS-URB-01

Content

Theme
§ Understand how repetition, patterning and language features used within a text communicate
ideas about social, personal, ethical and philosophical issues and experiences, and
demonstrate this understanding through written, spoken, visual and multimodal responses

Example(s):

Exploring how similar or different experiences of multiple characters in a text present the
reader with a way of understanding their personal situation.

Perspective and context

§ Understand how perspectives are shaped by language and text
§ Explore how the perspectives of audiences shape engagement with, and response to, texts
§ Examine how elements of personal and social contexts can inform the perspective and
purpose of texts and influence creative decisions
§ Consider the influence of cultural context on language

Example(s):

Discussing how the meanings of words can change according to cultural context, such as
Country, mob and deadly in Aboriginal English.

The Dutch and Danish words that most closely translate to cosy mean something closer
to snuggling up on a cold day.

§ Explore how specific elements of languages and dialects, including Standard Australian
English, Auslan, Aboriginal and Torres Strait Islander Languages, and Aboriginal English, can
shape expressions of cultural context in texts

Argument and authority

§ Understand how argument in text is constructed through specific language forms, features and
structures, and apply this understanding in own texts

Example(s):

Identifying and explaining the effect of features of rhetorical language in a range of

persuasive written texts.

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§ Explain how the subjectivity or objectivity of arguments in texts is constructed through specific
language forms, features and structures, and reflect on these in own texts
§ Analyse how engaging personal voice is constructed in texts through linguistic and stylistic
choices, and experiment with these choices in own texts
§ Select and sequence appropriate evidence from texts and reliable sources to support
arguments and build authority
§ Understand how the authority of a text is constructed by the author’s choices in content and
style, and use this knowledge to influence the composition of own texts
§ Examine how audiences can express degrees of authority over meaning in a text
§ Understand that the authority of a text may be questioned through comparison with other texts

Style
§ Describe the distinctive rhetorical and aesthetic qualities of a text that contribute to its textual
style, and reflect on these qualities in own texts
§ Examine how different styles can be recognised by distinctive features of language and form in
a range of texts
§ Describe and reflect on how particular arrangements of language features in texts can be
found appealing according to personal preferences
§ Identify elements of an author’s work that represent their distinct style
§ Understand how the style of a text can be the product of a particular time period, culture or
genre

Example(s):

Exploring how specific haikus are influenced by the traditional origin of this poetic form in
Japan, including strong visual imagery, natural symbolism, a thematic focus on change,
and simplicity of expression.

Multiple Syllabuses Page 30 of 159

Understanding and responding to texts C
Outcomes
A student:

§ identifies and explains ways of valuing texts and the connections between them EN4-URC-01
Related Life Skills outcomes: ENLS-URC-01

Content

Genre
§ Understand how a genre addresses its purpose through patterns of textual elements, such as
structure, choice of language, character archetypes and settings, and apply these patterns in
own texts
§ Analyse how texts can participate in larger, established patterns of narrative, purpose, theme
and tone by exhibiting and challenging conventions, and experiment with conventions in own
texts
§ Explore particular genres to identify ways they may be adapted to different modes and media,
or refreshed by combining with other genres, and experiment with these in own texts

Intertextuality
§ Analyse how texts can draw on elements of other texts to enrich meaning

Example(s):

Analysing how a piece of popular fiction alludes to other well-known texts to build
meaning through devices, such as character and place names, references to the content
of other stories, or direct narrative similarities.

§ Understand how and why texts can be adapted, appropriated or transformed for different
contexts, purposes and audiences, and experiment with adaptations, appropriations and
transformations in own work

Literary value
§ Understand how texts from all modes and media can serve different personal, social and
cultural purposes according to their form and context

Example(s):

Describing the role of an historic speech or advertising campaign in bringing about social
change.

§ Describe how thematic and stylistic qualities of texts contribute to the ways they can be valued
in different contexts

Multiple Syllabuses Page 31 of 159

Expressing ideas and composing texts A
Outcomes
A student:

§ creates personal, creative and critical texts for a range of audiences by using linguistic and
stylistic conventions of language to express ideas EN4-ECA-01
Related Life Skills outcomes: ENLS-ECA-01, ENLS-ECA-02

Content

Writing
§ Apply understanding of the structural and grammatical codes and conventions of writing to
shape meaning when composing imaginative, informative and analytical, and persuasive
written texts
§ Demonstrate control of structural and grammatical components to produce texts that are
appropriate to topic, purpose and audience
§ Understand the interconnectedness of textual features for the overall cohesive effect

Example(s):

Using a range of linking devices to integrate reasons for suggestions and consequences
of actions in persuasive texts.

Using conditional connectives in informative and analytical texts.

Using word repetition and word associations as cohesive devices in imaginative texts.

Representing
§ Apply codes and conventions of written, spoken, visual and multimodal texts to enhance
meaning and create tone, atmosphere and mood

Example(s):

Using codes and conventions of visual and multimodal texts, such as contrast, tone,
gesture, movement, colour, salience and sound effects, to enhance meaning and engage
audiences.

§ Compose visual and multimodal texts to represent ideas, experiences and values
§ Select modal elements to work together to support meaning or shape reader response
§ Use digital technologies where appropriate to compose multimodal texts

Example(s):

Using a digital platform to tell a nonlinear or interactive story through pictures and text.

Multiple Syllabuses Page 32 of 159

Speaking
For students who are d/Deaf or hard of hearing, this will be through signing and/or speaking. For
students who use other forms of communication to supplement speech, content should be taught
through speaking (and listening) experiences, where appropriate, in combination with the student's
preferred communication form.

§ Use rhetorical strategies to engage an audience and evoke an emotional response

Example(s):

Using ethos, pathos and logos to engage the audience across different platforms and/or
with different technologies.

§ Communicate information, ideas and viewpoints using verbal and/or nonverbal language,
including gestural features, to enhance and clarify meaning
§ Create a range of spoken, signed or communicated texts that express ideas and show an
understanding of audience

Example(s):

Selecting devices such as repetition, hyperbole or irony, appropriate to audience.

§ Deliver spoken, signed or communicated texts with effective control of intonation, emphasis,
volume, pace and timing
§ Participate in informal discussions about texts and ideas, including speculative and exploratory
talk, to consolidate personal understanding and generate new ideas
§ Use features of gesture, manner and voice to signal the progression and development of ideas
through language and structure

Text features
§ Express ideas in logically structured and cohesively sequenced texts to enhance meaning
§ Understand the uses of active and passive voice for particular purposes

Example(s):

Applying active voice to support positive points and make them personal; passive voice to
downplay the value of evidence or refute points by making them impersonal; and
agentless passive voice to reduce the importance of, or avoid identifying, the writer or
speaker.

Using active and passive voice in narrative to position the reader’s experience of events.

§ Use tense in a controlled manner that is appropriate for specific purposes

Example(s):

Using a consistent and appropriate combination of past and present tense in imaginative
and persuasive texts for purpose.

§ Effectively orient the reader to a topic in an opening paragraph, introduction or thesis

Multiple Syllabuses Page 33 of 159

§ Use imagery and figurative language to enhance meaning and create tone, atmosphere and
mood, in a range of forms
§ Use modality for a range of intended effects

Example(s):

Adverbs – perhaps, usually; auxiliaries – must, might, could; adjectives – possible,

probable, necessary; verbs – ought, dare, need.

§ Compose texts that combine modes for intended purposes

Text features: imaginative

§ Create imaginative texts for creative effect and that reflect a broadening world and
relationships within it
§ Compose texts that offer a cohesive consideration of thematic elements, including the
development of a central complication or conflict
§ Create imaginative texts using a range of language and structural devices to drive the plot,
develop characters, and create a sense of place and atmosphere
§ Experiment with unpredictable or unexpected structural features and explore how these can
engage a reader
§ Create impact and enhance meaning by making choices about temporal and spatial settings in
texts to communicate ideas

Example(s):

Experimenting with writing, such as a linear narrative that takes place over the space of a
day.

Experimenting with a range of settings, such as all events occurring in a single location or
events occurring across multiple distant locations as part of a journey.

§ Intentionally select and use poetic forms and features to imaginatively express ideas and
personal perspectives
§ Develop transformation skills by reshaping aspects of texts to create new meaning

Example(s):

Rewriting a scene or chapter of a text from a different character’s perspective, with a

different outcome, or in a different form, to gain a greater insight into compositional
choices.

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Text features: informative and analytical
§ Compose texts that include a detailed introduction of ideas, the logical progression of
supporting points, and a rhetorically effective conclusion, which reflect a broadening
understanding of facts, concepts and perspectives beyond immediate experience

Example(s):

Creating coherence through devices such as lexical cohesion, ellipses, grammatical

theme and text connectives.

Writing a rhetorically effective and technically precise conclusion that summarises key
points without repetition or introducing new points.

§ Embed textual evidence within sentences to support the articulation of a personal perspective
of a text
§ Compose informative texts that summarise conceptual information

Example(s):

Using nominal group structures and nominalisations.

§ Discuss a central idea, from personal and objective positions, to broaden the exploration of a
concept

Text features: persuasive

§ Compose persuasive texts that present arguments from a range of viewpoints, including their
own, and that reflect a broadening understanding of perspectives beyond immediate
experience

Example(s):

Creating texts that argue, discuss, evaluate and review.

§ Compose persuasive texts that include an opening or thesis to provide a definition and
position, effectively sequenced elaboration paragraphs, and a conclusion that synthesises
ideas, restates a position or makes a conclusion or recommendation
§ Incorporate subjective and objective evidence to enhance and support elaboration of
arguments
§ Use rhetorical language to shape ideas and express a perspective or argument
§ Provide counterargument and refutation where appropriate

Sentence-level grammar and punctuation

§ Make choices about sentence structure or length by constructing a variety of simple,
compound and complex sentences for purpose

Example(s):

Transforming the information of multiple simple sentences into a compound or complex

sentence, using appropriate conjunctions, adjectival clauses and adverbial clauses.

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§ Control and experiment with a range of declarative, exclamatory, interrogative and imperative
sentences to suit purpose and for intended meaning

Example(s):

Using interrogative sentences in dialogue (imaginative); rhetorical questions (persuasive);

imperative sentences in procedures and instructional texts; exclamative sentences in
dialogue and declarative sentences in all text categories.

§ Compose complex sentences using embedded adjectival clauses and appropriate placement
of adverbial clauses
§ Control and experiment with aspects of syntax, including agreement, prepositions, articles and
conjunctions to shape precise meaning and develop personal expression
§ Use a range of linking devices to create cohesion between ideas

Example(s):

Using a range of linking devices to integrate reasons for suggestions and consequences
of actions in persuasive texts.

Using temporal and/or conditional connectives in informative texts.

Using word-repetition and word-associations as cohesive devices in imaginative texts.

§ Use pronouns consistently and appropriately to maintain cohesion, context and purpose
§ Select appropriate noun groups for clarity or effect, including succinct noun groups for
simplicity and elaborated noun groups for complexity

Example(s):

Using appropriate nominal group structures for: precision in informative texts; character or
place descriptions in imaginative texts; and rhetorically in persuasive texts.

§ Use a range of verb forms, tenses and modifiers to express aspects of modality

Example(s):

Understanding the rules and conventions of verb groups to express degrees of

probability, obligation, occurrence and inclination.

§ Experiment with positioning adverbial phrases and clauses to clarify meaning or intention, and
to modify the meaning of other clauses
§ Use embedded adjectival clauses to expand on the subjects and objects of other clauses
§ Apply punctuation conventions relevant to quotations and citing of sources

Example(s):

Embedding quotations into sentences, using commas where appropriate.

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§ Experiment with applying a wide range of punctuation to support clarity and meaning, and to
control pace and reader response

Example(s):

Using punctuation, such as colons, semicolons, dashes and parentheses to support

meaning in compound and complex sentences, and in formal and informal texts.

Word-level language
§ Apply phonological, orthographic and morphological knowledge to spell unfamiliar, complex
and technical words

Example(s):

Using phonological applications, such as segmenting words into syllables and phonemes.

Using orthographic applications, such as correctly selecting a grapheme based on its

positional constraint and/or etymology. This is evident in French derived words like
prologue, monologue, epilogue, dialogue which end in the hard /g/ phoneme, and require
the grapheme -gue.

Using morphological applications, such as the correct use of generalisations for writing
assimilated prefixes and derivational suffixes.

§ Select effective, topic-specific vocabulary to enhance understanding and compose texts with
accuracy, in a range of modes appropriate to audience, purpose, form and context

Example(s):

Using vocabulary, such as metre, rhyme, rhythm or enjambment, when analysing poetry.

Using vocabulary, such as blank verse, asides, soliloquies, monologue and dialogue, in
relation to Shakespeare or other dramatists.

§ Make vocabulary choices that draw on, or contribute to, stylistic features of writing and
influence meaning

Example(s):

Using verbs figuratively to evoke emotion and position the audience.

Using word-repetition and word-associations intentionally as cohesive devices across a

text.

Multiple Syllabuses Page 37 of 159

Expressing ideas and composing texts B
Outcomes
A student:

§ uses processes of planning, monitoring, revising and reflecting to support and develop
composition of texts EN4-ECB-01
Related Life Skills outcomes: ENLS-ECB-01

Content

Planning, monitoring and revising

§ Engage with the features and structures of model texts to plan and consider implications for
own text creation
§ Integrate information and perspectives from different sources to create detailed and informed
texts

Example(s):

Learning how to cite sources and synthesise information with own ideas to avoid
plagiarism.

§ Develop a coherent thesis for extended analytical and persuasive texts that represents logical
thinking about a text or topic
§ Plan a logical sequence of arguments or ideas, and set goals at conceptual, whole text and
paragraph levels
§ Produce co-constructed texts to represent different ideas and values
§ Monitor word choice, spelling, grammar and punctuation for accuracy and purpose
§ Seek and respond to verbal and written feedback to improve clarity, meaning and effect

Reflecting
§ Reflect on own composition of texts, using appropriate technical vocabulary to explain choices
of language and structure in line with the target audience and intended purpose

Example(s):

Providing textual evidence from own composition in a reflective text to support the
evaluation of a compositional decision, such as citing a line and explaining its intended
purpose.

§ Describe the pleasures, challenges and successes experienced in the processes of

understanding and composing texts
§ Consider how purposeful compositional choices are influenced by specific elements of model
texts
§ Reflect on own ability to plan, monitor and revise during the composition process, and how this
shapes clarity and effect

Multiple Syllabuses Page 38 of 159

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates an extensive understanding of texts and their complex features in a range of

modes
§ responds critically and effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to effectively interpret meaning
§ applies language and structural features effectively to compose complex and sustained critical
and imaginative texts in a range of modes
§ demonstrates a perceptive understanding of the relationship between context and perspectives
in texts
§ communicates for a wide range of contexts, purposes and audiences with effective and
consistent control of language

Grade B
A student performing at this grade typically:

§ demonstrates a thorough understanding of texts and their complex features in a range of

modes
§ responds effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to interpret meaning
§ applies language and structural features to compose sustained critical and imaginative texts in
a range of modes
§ demonstrates a well-reasoned understanding of the relationship between context and
perspectives in texts
Multiple Syllabuses Page 39 of 159
§ communicates for a range of contexts, purposes and audiences with consistent control of
language

Grade C
A student performing at this grade typically:

§ demonstrates a sound understanding of texts and their features in a range of modes

§ responds appropriately to ideas, experiences and values in texts
§ analyses language and structural features of texts to explain meaning
§ applies language and structural features to compose critical and imaginative texts in a range of
modes
§ demonstrates a sound understanding of the relationship between context and perspectives in
texts
§ communicates for a range of contexts, purposes and audiences with control of language

Grade D
A student performing at this grade typically:

§ demonstrates a basic understanding of texts and their features

§ responds to ideas and/or experiences and/or values in texts
§ describes language and structural features of texts
§ uses language and/or structural features to compose texts
§ demonstrates a basic understanding of the relationship between context and perspectives in
texts
§ communicates for contexts, purposes and/or audiences with varying control of language

Grade E
A student performing at this grade typically:

§ demonstrates an elementary understanding of texts and their features

§ responds in a very limited way to texts
§ uses language and/or structural features with varying consistency
§ demonstrates some awareness of context and perspectives in texts
§ communicates with very limited control of language

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

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Mathematics K–10
Implementation for K–2 from 2023 and 3–10 from 2024
Mathematics for K−2

The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.

Mathematics for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2024 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Mathematics K–10
The syllabus structure illustrates the important role Working mathematically plays across all areas
of mathematics and reflects the strengthened connections between concepts. Working
mathematically has been embedded in the outcomes, content and examples of the syllabus.

Mathematics K–10 outcomes and their related content are organised in:

§ Number and algebra

§ Measurement and space
§ Statistics and probability

Working mathematically
The Working mathematically processes present in the Mathematics K–10 syllabus are:

§ communicating
§ understanding and fluency
§ reasoning
§ problem solving.
Students learn to work mathematically by using these processes in an interconnected way. The
coordinated development of these processes results in students becoming mathematically
proficient.

When students are Working mathematically it is important to help them to reflect on how they have
used their thinking to solve problems. This assists students to develop ‘mathematical habits of
mind’ (Cuoco et al. 2010).

Students need many experiences that require them to relate their knowledge to the vocabulary and
conceptual frameworks of mathematics.

Multiple Syllabuses Page 41 of 159

Overarching Working mathematically outcome
To highlight how these processes are interrelated, in Mathematics K–10 there is one overarching
Working mathematically outcome.

A student develops understanding and fluency in mathematics through:

§ exploring and connecting mathematical concepts

§ choosing and applying mathematical techniques to solve problems
§ communicating their thinking and reasoning coherently and clearly.
The Working mathematically outcome describes the thinking and doing of mathematics. In doing
so, the outcome indicates the breadth of mathematical actions that teachers need to emphasise.
The overarching Working mathematically outcome is the same across the K–10 Mathematics
syllabus.

The Working mathematically processes should be embedded within the concepts being taught.
Embedding Working mathematically ensures students are able to fluently understand concepts and
make connections to other focus areas. The mathematics focus area outcomes and content
provide the knowledge and skills for students to 'reason about', and contexts for problem solving.
The overarching Working mathematically outcome is assessed in conjunction with the mathematics
content outcomes. The sophistication of Working mathematically processes develops through each
stage of learning and can be observed in relation to the increase in complexity of the mathematics
outcomes and content. A student's level of competence in Working mathematically can be
monitored over time, for example, within Additive Relations by the choice of strategy appropriate to
the task, and the use of efficient strategy for the stage of learning the student is working at.

Further information is available in Elaborating on Working mathematically in K–10 (Word, 5 pages,

914.28 kB).

Figure 1: The organisation of Mathematics K–2

Image long description: An overview of the syllabus structure for Early Stage 1 and Stage 1 in
Mathematics across the 3 areas of Number and algebra, Measurement and space, and Statistics
and probability. Number and algebra reads horizontally across Representing whole numbers,

Multiple Syllabuses Page 42 of 159

Combining and separating quantities, and Forming groups. Measurement and space reads
horizontally across Geometric measure, 2D spatial structure, 3D spatial structure, and Non-spatial
measure. Statistics and probability reads horizontally across Data and Chance.

Figure 2: The organisation of Mathematics 3–6

Image long description: An overview of the syllabus structure for Stages 2 and 3 in Mathematics
across the 3 areas of Number and algebra, Measurement and space, and Statistics and
probability. Number and algebra reads horizontally across 2 stages – Stage 2 and Stage 3. Stage
2 learning areas include Representing numbers using place value, Additive relations, Multiplicative
relations and Partitioned fractions. Stage 3 learning areas include Represents numbers, Additive
relations, Multiplicative relations, and Representing quality fractions. Measurement and space
reads horizontally across 2 stages – Stages 2 and 3. Learning areas include Geometric measure,
2D spatial structure, 3D spatial structure, and Non-spatial measure. Statistics and probability reads
horizontally across 2 stages – Stages 2 and 3. Learning areas include Data and Chance.

K–6 Parts A and B

Mathematics focus areas outline the development of several concepts. In Mathematics K–6, where
stages span 2 years of learning (for example, Stage 2 includes Year 3 and Year 4), there are
concepts that may need to be addressed earlier or later in the stage.

To assist programming, the content in these focus areas has been separated into 2 parts, A and B,
such as in Representing Numbers Using Place Value – A and Representing Numbers Using Place
Value – B:

§ Part A typically focuses on early concept development

§ Part B builds on these early concepts.
The content across Parts A and B relates to the same stage-based outcomes. Teachers can
choose which content from Part A and/or Part B to address, based on students’ prior learning,
needs and abilities.

For example, in Stage 2, Part A does not equate to Year 3 only. When teaching a Year 4 class, the
teacher may need to address or consolidate some concepts within Part A prior to addressing
Multiple Syllabuses Page 43 of 159
concepts in Part B. Similarly, when teaching a Year 3 class, the teacher may decide to address
concepts in Part B based on the students’ prior learning, needs and abilities.

The Part A and Part B structure of the content:

§ provides flexibility for teachers in planning teaching and learning programs based on the needs
and abilities of students
§ helps to better visualise the progression and growth of concepts within a stage of learning
§ makes clear how content builds to support deep understanding in each focus area.
Considerations for planning teaching and learning programs include:

§ when students may have learnt some concepts from Part B content in the first year of a stage,
consolidation of these concepts in the second year of a stage may be needed
§ revisiting concepts regularly to build deeper understanding of mathematical concepts
§ providing extension of certain concepts based on students’ needs and abilities.

Making connections through related content K–6

Many connections exist between the focus areas in mathematics. Skills and knowledge for focus
areas often develop in an interrelated manner and can be addressed in parallel.

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ parallel content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.

Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught in parallel.

§ Making Connections Early Stage 1

§ Making Connections Stage 1
§ Making Connections Stage 2
§ Making Connections Stage 3

Multiple Syllabuses Page 44 of 159

 Figure 3: The organisation of Mathematics 7–10

Image long description: Stage 4/5 Core: broad outcome groups are Number and finance, Algebra
and equations, Ratios and rates, Linear and non-linear relationships, Pythagoras and trigonometry,
Length, area and volume, Geometrical properties and figures, Data classification, visualisation and
analysis and Probability. Stage 5 Paths: broad outcome groups are Further algebra and equations,
Variation and rates of change, Functions and graphs, Further trigonometry, Further area and
volume, Geometrical figures and proof, Introduction to networks, Data analysis and statistical
enquiry and Further probability. All content is surrounded by the phrase, Working mathematically
through communicating reasoning, understanding and fluency, and problem solving.

7–10 Core–Paths structure

The Core–Paths structure is designed to encourage aspiration in students and provide the
flexibility needed to enable teachers to create pathways for students working towards Stage 6. The
structure is intended to extend students as far along the continuum of learning as possible and
provide solid foundations for the highest levels of student achievement. The structure allows for a
diverse range of endpoints up to the end of Stage 5.

The Core outcomes provide students with the foundation for Mathematics Standard 2 in Stage 6.
Students who require ongoing support in completing all Stage 5 Core outcomes may consider
either Mathematics Standard 1 or the Numeracy CEC course in Stage 6. For these students,
teachers are encouraged to continue to extend students towards demonstrating achievement in as
many Stage 5 Core outcomes as possible. This is to enable as many students as possible to have
the knowledge and skills necessary to engage in the highest level of mathematics possible.

The aim for most students is to demonstrate achievement of the Core and as many Path outcomes
as possible by the end of Stage 5 and this should guide teacher planning. Allowing time for
students to demonstrate understanding of the Core outcomes must be a key consideration.

Typically, the Core will cover teaching and learning experiences up to the middle of Stage 5. It is
not the intention of the Core–Paths structure to lock students into predetermined pathways at the
end of Stage 4. Pathways in Stage 5 must be carefully planned to ensure some students have the
opportunity to engage with Advanced and Extension courses.
Multiple Syllabuses Page 45 of 159
Paths are used to progress students towards Stage 6 courses and may be implemented at any
time in Stages 4 and 5 with careful consideration of the continuum of learning. Teachers also have
the option of engaging with specific elements of Paths rather than the entire outcome to meet the
needs of their students. Teachers should plan to cover as many Paths as practicable.

Course requirements K–10

Mandatory curriculum requirements 7–10

The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board developed Mathematics syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of Mathematics study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in Mathematics during Stage 5 (Years 9 and
10) will be recorded with a grade. Students undertaking the Mathematics course based on Life
Skills outcomes and content are not allocated a grade.

Course numbers:

§ Mathematics: 326
§ Mathematics Life Skills: 327
Exclusions: Students may not access both the Mathematics Years 7–10 outcomes and content
and the Mathematics Life Skills outcomes and content.

Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.
Multiple Syllabuses Page 46 of 159
Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.

There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.

For example:

§ Students in Early Stage 1 could be working on Stage 1 content in the Number and Algebra
strand, while working on Early Stage 1 content in the Measurement and Geometry strand.
§ In Stage 2 or Stage 3, some students may not have developed a complete understanding of
place value and the role of zero to read, write and order two-digit and three-digit numbers.
These students will need to access content from Early Stage 1 or Stage 1 before engaging
with Stage 2 content in applying place value to larger numbers and decimals.
§ In Stage 4 some students may not have developed a complete understanding of fractions,
decimals and percentages and will need to access related outcomes from Stage 3.

Multiple Syllabuses Page 47 of 159

Rationale
Mathematical ideas have evolved and continue to develop across cultures and have been
practised in Australia by Aboriginal and Torres Strait Islander Peoples for thousands of years.
Through the study of mathematics, students apply their knowledge and skills to deepen their
understanding of the world.

Mathematics is a reasoning and creative activity, integral to scientific and technological advances
across many fields of endeavour. The symbolic nature of mathematics provides a powerful and
precise means of communication.

Making connections across mathematical concepts and other subject areas enhances students’
ability to understand the purpose of learning mathematics and to develop a deeper conceptual
understanding. This helps students to recognise the role of mathematics in solving problems in the
world around them, applying their understanding to familiar and unfamiliar situations.

By studying mathematics, students develop essential numeracy skills and fluency, while nurturing
the ability to think logically, critically and creatively. They learn about patterns and reason about
relationships, creating opportunities to generalise their solutions and to solve non-routine
problems.

When students enjoy learning mathematics, they develop a positive self-concept and become self-
motivated learners through active participation in appropriately challenging tasks. This can
enhance their resilience in solving mathematical problems relevant to further education and their
everyday lives.

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Aim
The aim of Mathematics K–10 is to enable students to become confident users of mathematics,
learning and applying the language of mathematics to communicate efficiently and effectively.
They develop an increasingly sophisticated understanding of mathematical concepts and a fluency
with mathematical processes that helps them to interpret and solve problems. Students make
connections within mathematics and connect mathematical concepts with the world around them.
They learn to understand and appreciate how mathematics is a relevant part of their lives.

Multiple Syllabuses Page 49 of 159

Table of outcomes
Secondary (7–10)
MAO-WM-01 Working mathematically

develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical
techniques to solve problems, and communicating their thinking and reasoning coherently and clearly

This outcome is aligned to all content in each Stage.

Focus area Stage 4 Stage 5

Computation with MA4-INT-C-01 No Stage 5 outcomes

integers compares, orders and calculates with integers to
solve problems

Fractions, decimals MA4-FRC-C-01 No Stage 5 outcomes

and percentages represents and operates with fractions, decimals
and percentages to solve problems

Ratios and rates MA4-RAT-C-01 MA5-RAT-P-01

solves problems involving ratios and rates, and identifies and solves problems involving direct and inverse variation and
analyses distance–time graphs their graphical representations (Path: Stn, Adv)
MA5-RAT-P-02
analyses and constructs graphs relating to rates of change (Path: Stn,
Adv)

Algebraic MA4-ALG-C-01 MA5-ALG-C-01

techniques generalises number properties to operate with simplifies algebraic fractions with numerical denominators and expands
algebraic expressions including expansion and algebraic expressions
factorisation
MA5-ALG-P-01
simplifies algebraic fractions involving indices, and expands and

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 Focus area Stage 4 Stage 5

factorises algebraic expressions (Path: Adv)

MA5-ALG-P-02
selects and applies appropriate algebraic techniques to operate with
algebraic fractions, and expands, factorises and simplifies algebraic
expressions (Path: Adv)

Indices MA4-IND-C-01 MA5-IND-C-01

operates with primes and roots, positive-integer simplifies algebraic expressions involving positive-integer and zero
and zero indices involving numerical bases and indices, and establishes the meaning of negative indices for numerical
establishes the relevant index laws bases
MA5-IND-P-01
applies the index laws to operate with algebraic expressions involving
negative-integer indices (Path: Adv)
MA5-IND-P-02
describes and performs operations with surds and fractional indices
(Path: Adv)

Equations MA4-EQU-C-01 MA5-EQU-C-01

solves linear equations of up to 2 steps and solves linear equations of up to 3 steps, limited to one algebraic fraction
quadratic equations of the form a x 2=c
MA5-EQU-P-01
solves monic quadratic equations, linear inequalities and cubic
equations of the form a x 3=k (Path: Adv)

MA5-EQU-P-02
solves linear equations of more than 3 steps, monic and non-monic
quadratic equations, and linear simultaneous equations (Path: Adv)

Linear relationships MA4-LIN-C-01 MA5-LIN-C-01

creates and displays number patterns and finds determines the midpoint, gradient and length of an interval, and graphs
graphical solutions to problems involving linear linear relationships, with and without digital tools
relationships
MA5-LIN-C-02
graphs and interprets linear relationships using the gradient/slope-
intercept form
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 Focus area Stage 4 Stage 5

MA5-LIN-P-01
describes and applies transformations, the midpoint, gradient/slope and
distance formulas, and equations of lines to solve problems (Path: Adv)

Length MA4-LEN-C-01 No Stage 5 outcomes

applies knowledge of the perimeter of plane
shapes and the circumference of circles to solve
problems

Pythagoras and MA4-PYT-C-01 MA5-TRG-C-01

trigonometry applies Pythagoras’ theorem to solve problems applies trigonometric ratios to solve right-angled triangle problems
Includes: in various contexts
MA5-TRG-C-02
Stage 4: Right-angled applies trigonometry to solve problems, including bearings and angles of
triangles (Pythagoras’ elevation and depression
theorem)
MA5-TRG-P-01
applies Pythagoras’ theorem and trigonometry to solve 3-dimensional
problems and applies the sine, cosine and area rules to solve 2-
dimensional problems, including bearings (Path: Stn, Adv)
MA5-TRG-P-02
establishes and applies the properties of trigonometric functions and
finds solutions to trigonometric equations (Path: Adv)

Area and surface MA4-ARE-C-01 MA5-ARE-C-01

area applies knowledge of area and composite area solves problems involving the surface area of right prisms and practical
Includes: involving triangles, quadrilaterals and circles to problems involving the area of composite shapes and solids
solve problems
Stage 4: Area MA5-ARE-P-01
applies knowledge of the surface area of right pyramids and cones,
spheres and composite solids to solve problems (Path: Stn, Adv)

Volume MA4-VOL-C-01 MA5-VOL-C-01

applies knowledge of volume and capacity to solves problems involving the volume of composite solids consisting of
solve problems involving right prisms and right prisms and cylinders
cylinders
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 Focus area Stage 4 Stage 5

MA5-VOL-P-01
applies knowledge of the volume of right pyramids, cones and spheres
to solve problems involving related composite solids (Path: Stn, Adv)

Angle relationships MA4-ANG-C-01 No Stage 5 outcomes

applies angle relationships to solve problems,
including those related to transversals on sets of
parallel lines

Properties of MA4-GEO-C-01 MA5-GEO-C-01

geometrical figures identifies and applies the properties of triangles identifies and applies the properties of similar figures and scale
and quadrilaterals to solve problems drawings to solve problems
MA5-GEO-P-01
establishes conditions for congruent triangles and similar triangles and
solves problems relating to properties of similar figures and plane
shapes (Path: Ext)
MA5-GEO-P-02
constructs proofs involving congruent triangles and similar triangles and
proves properties of plane shapes (Path: Ext)

Data classification MA4-DAT-C-01 No Stage 5 outcomes

and visualisation classifies and displays data using a variety of
graphical representations

Data analysis MA4-DAT-C-02 MA5-DAT-C-01

analyses simple datasets using measures of compares and analyses datasets using summary statistics and graphical
centre, range and shape of the data representations
MA5-DAT-C-02
displays and interprets datasets involving bivariate data
MA5-DAT-P-01
plans, conducts and reviews a statistical inquiry into a question of
interest (Path: Stn, Adv)

Multiple Syllabuses Page 53 of 159

 Focus area Stage 4 Stage 5

Probability MA4-PRO-C-01 MA5-PRO-C-01

solves problems involving the probabilities of solves problems involving probabilities in multistage chance
simple chance experiments experiments and simulations
MA5-PRO-P-01
solves problems involving Venn diagrams, 2-way tables and conditional
probability (Path: Adv)

Numbers of any No Stage 4 outcomes MA5-MAG-C-01

magnitude solves measurement problems by using scientific notation to represent
numbers and rounding to a given number of significant figures

Polynomials (Path) No Stage 4 outcomes MA5-POL-P-01

defines, operates with and graphs polynomials and applies the factor
and remainder theorems to solve problems (Path: Adv, Ext)

Logarithms (Path) No Stage 4 outcomes MA5-LOG-P-01

establishes and applies the laws of logarithms to solve problems (Path:
Adv)

Functions and other No Stage 4 outcomes MA5-FNC-P-01

graphs (Path) uses function notation to describe and graph functions of one variable
and graphs inequalities in one and 2 variables (Path: Adv)

Circle geometry No Stage 4 outcomes MA5-CIR-P-01

(Path) applies deductive reasoning to prove circle theorems and solve related
problems (Path: Ext)

Introduction to No Stage 4 outcomes MA5-NET-P-01

networks (Path) solves problems involving the characteristics of graphs/networks, planar
graphs and Eulerian trails and circuits (Path: Stn)

Multiple Syllabuses Page 54 of 159

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of
assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life
Skills outcomes and content can be found on the NESA website.

Multiple Syllabuses Page 55 of 159

Outcomes and content for Stage 4
Computation with integers
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ compares, orders and calculates with integers to solve problems MA4-INT-C-01
Related Life Skills outcomes: MALS-LAN-01, MALS-LAN-02, MALS-COU-01, MALS-REP-01,
MALS-COM-01, MALS-ADS-01, MALS-MDI-01

Content

Compare and order integers

§ Recognise and describe the direction and magnitude of integers

Example(s):

Recognising that the temperature on a warm, sunny day is 23 °C while the temperature in
the snow is −10 °C.

§ Identify and represent integers on a number line

Example(s):

Using digital tools to identify and record temperatures above and below zero from local
Aboriginal Nations and various cities around the world, at a particular point in time.

Using real-life situations to represent positive and negative integers, such as a building
with underground parking, sea level or a thermometer.

Multiple Syllabuses Page 56 of 159

§ Compare the relative value of integers using the less than (<) and greater than (>) symbols

Example(s):

Demonstrating that 5>−4 and −5<−1 .

§ Order integers

Example(s):

Arranging a set of numbers in descending order and justifying the order using a number
line.

Add and subtract positive and negative integers

§ Add and subtract integers with and without the use of digital tools

Example(s):

Using a number line to show that 3+ (−5 )=−2.

Recognising time zones and calculating the time difference between 2 locations using a
number line.

§ Construct a directed number sentence to model a situation

Example(s):

Constructing a directed number sentence for the situation where a student has $10 in
their bank account and $12 worth of fees are charged resulting in a balance of negative
$2.

§ Examine different meanings (position or operation) for the +¿ and −¿ signs, depending on
context

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Multiply and divide positive and negative integers
§ Represent multiples of negative integers as repeated addition

Example(s):

Considering4 ×−3 as (−3 ) + (−3 )+ (−3 ) + (−3 ) and −4 ×−3 as −[ (−3 ) + (−3 )+ (−3 ) + (−3 ) ] ).

Representing 4 ×−2 as repeated addition on a number line:

Image long description: Number line demonstrates that 4 multiplied by minus 2 is the
same as minus 2, plus minus 2, plus minus 2, plus minus 2.

§ Multiply and divide positive and negative integers with and without the use of digital tools

Example(s):

Considering the outcome of squaring a negative number, and explaining the difference in
value of (−4 )2 and −42.

Apply the 4 operations to integers

§ Apply the 4 operations to integers
§ Solve problems involving grouping symbols with integers
§ Apply the order of operations to evaluate expressions involving integers, with and without the
use of digital tools

Example(s):

15+9 15+9 18−12

Evaluating , , 5+ −12 and 5 × ( 2−8 ).
6 15−3 6

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Fractions, decimals and percentages
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ represents and operates with fractions, decimals and percentages to solve problems MA4-
FRC-C-01
Related Life Skills outcomes: MALS-FRC-01, MALS-DEP-01

Content

Compare fractions using equivalence

§ Determine the highest common factor (HCF) of 2 whole numbers

Example(s):

Describing the HCF of 16 and 24 as 8.

§ Examine methods of generating equivalent fractions

Example(s):

2
Representing using an area model and a number line to demonstrate how each diagram
3
4
can be modified to show the equivalence to (halving each unit doubles the number of
6
units).

Image long description: 2 rectangles, one with 2 thirds shaded in and the other with 4
sixths shaded in. Rectangle with 2 thirds shaded. A dotted line divides it into sixths. 2
number lines showing that a third is equal to 2 sixths, and that 2 thirds is equal to 4 sixths.

Multiple Syllabuses Page 59 of 159

§ Simplify fractions by using methods, including determining the HCF of the numerator and
denominator or repeated simplification using common factors

Example(s):

12 3
Simplifying to .
16 4

§ Create fractions with the same denominator to compare their sizes

§ Compare and order fractions with different denominators

Example(s):

1 2 3
Comparing the fractions , and using digital or concrete manipulatives and putting
2 3 8
them in ascending order.

Round decimals to a specified degree of accuracy using approximations

§ Round decimals to a given number of decimal places
§ Apply the notation ≈ as a symbol of numerical approximation
§ Reason why an approximation may be more appropriate than an exact answer and vice versa

Example(s):

Explaining that when finding the volume of a cylinder, the exact answer in terms π is not
appropriate to estimate the number of 250 mL cups required to fill that cylinder.

Identify terminating and recurring decimals

§ Use either dot or vinculum notation for recurring (repeating) decimals

Example(s):

Representing the following using recurring decimal notation:

1 ´ ,0.266666 …=0.2 6̇
=0.33333 …=0 . 3̇ , 0.345345345 …=0 . 345
3

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§ Classify decimals as recurring or terminating

Example(s):

Examine the results of dividing 1 by other single-digit numbers and classify the results as
recurring or terminating decimals.

Identify and make use of the relationship between fractions, decimals and percentages to
carry out simple conversions
a
§ Define rational numbers as numbers that can be written in the form , where a and b are
b
integers andb ≠ 0

Example(s):

2
Recognising that 2 is a rational number as it can be written as and 47% is a rational
1
47
number as it can be converted to .
100

§ Classify fractions and percentages as rational numbers

§ Recognise and explain that numbers with terminating or recurring decimals are rational

Example(s):

Explaining why decimals such as 0.9 and0.53535353 … are rational numbers by first
9 53
expressing them as fractions or .
10 99

§ Represent fractions as decimals (terminating and recurring) and percentages

Example(s):

2
Recognising that can be displayed as 0.6666666667 on a calculator.
3

Using some of the digits from0 to 9 , at most once each, create a true statement of the
form:

§ Represent terminating decimals as fractions and percentages

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§ Represent improper fractions as mixed numbers and decimals, and vice versa
§ Represent percentages as fractions and decimals

Examine the concept of irrational numbers

a
§ Identify and define irrational numbers as numbers that cannot be written in the form where a
b
and b are integers and b ≠ 0

Example(s):

22
Identifying ❑√ 2 and π as irrational numbers and explaining that is an approximation for
7
π.

§ Find approximations of irrational numbers using digital tools

§ Locate the approximate position of irrational numbers on a number line

Example(s):

Showing the approximate position of π on a number line by choosing an appropriate scale

using fractions or decimals.

Demonstrating a method of locating ❑√ 2 on a number line using compasses or digital

tools:

Image long description: Number line between zero and 2. At number one, a vertical line is
drawn. A straight, angled line is drawn from zero to the top of the vertical line. A dotted
line is drawn from the vertical line to hit the number line at a point between 1 and 2. This
point is labelled as the square root of 2.

Order and compare the value of fractions, decimals and percentages

§ Locate positive and negative fractions, decimals and mixed numbers on a number line to
compare their relative values

Example(s):

−5 7 1
Choosing the appropriate scale on a number line to represent , and1 .
6 8 4

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§ Compare and order fractions, mixed numbers, decimals (terminating and recurring) and
percentages

Example(s):

1 3 4
Arranging the following in ascending order: , 0.3 5̇, 75%, , 17%, 0.02, 1 and 0.8 by
2 5 5
first converting all terms to either a fraction, decimal or percentage.

Solve problems that involve the addition and subtraction of fractions

§ Represent addition and subtraction of fractions with the same or unrelated denominators
§ Solve problems involving adding and subtracting fractions and mixed numbers, including
finding a common denominator

Example(s):

2 1 3
Recognising and explaining why + ≠ .
3 4 7

§ Solve problems that involve subtracting a fraction from a whole number, with and without the
use of digital tools

Solve problems that involve the multiplication and division of fractions and decimals
§ Compare and generalise the effect of multiplying or dividing by a number with magnitude
between zero and one

Example(s):

1
Explaining why the number 10 gets smaller when multiplied by .
4

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§ Represent multiplication and division of decimals

Example(s):

Representing 0.6 ÷ 0.2=3 .

Image long description: A 10 by 10 square grid with 6 columns shaded divided by a 10 by

10 square grid with 2 columns of the 6 columns shaded equalling a 10 by 10 square grid
with 6 columns shaded showing 3 groups of 0.2 in 0.6

§ Represent multiplication and division of fractions, including mixed numbers

Example(s):

1 4 4
Representing × = .
3 5 15

Image long description: A rectangle divided into 3 equal rows with 1 row shaded multiplied
by a rectangle divided into 5 equal columns with 4 columns shaded equalling a rectangle
divided into 15 equal squares with 4 squares shaded.

§ Multiply and divide decimals, using digital tools to solve problems

§ Multiply and divide fractions and mixed numbers, with and without using digital tools to solve
problems

Example(s):

2 4 2 1
Evaluating 3 ×2 and ÷ 1 .
5 7 9 7

§ Compare initial estimates with the results of calculations

Multiple Syllabuses Page 64 of 159

§ Apply knowledge of fractions and decimals of quantities to solve problems

Example(s):

3
Verifying whether of $4.50 is a little bit less than half of $4.50.
7

§ Apply knowledge of multiplication and division of fractions and decimals to solve problems

Example(s):

Creating a true statement with the form below using some of the digits from 1 to 9, without
using a digit more than once:

Represent one quantity as a fraction, decimal or percentage of another, with and without
the use of digital tools
§ Represent one quantity as a fraction, decimal or percentage of another by considering
appropriate units

Example(s):

Examining equivalence in fractions, decimals and percentage forms in the patterns used
in textiles, music, designs and/or artworks of Aboriginal and/or Torres Strait Islander
Peoples.

§ Calculate percentage increases and decreases in various contexts

Example(s):

Evaluating the final price of a laptop that was selling for $2780 and was reduced by 28%
during an online shopping event.

§ Examine the financial applications of percentage increase and decrease, including profit and/or
loss as a percentage of cost price or selling price

Multiple Syllabuses Page 65 of 159

Solve problems that involve the use of percentages
§ Apply knowledge of percentages to calculate quantities in various contexts

Example(s):

Explaining why multiplying by 1.05 will increase a number/quantity by 5% and multiplying

by 0.87 will decrease a number/quantity by 13%.

§ Apply knowledge of percentage increases and decreases to solve problems in various

contexts

Example(s):

Exploring the situation of increasing an amount by a percentage and decreasing the result
by an identical percentage and reasoning why the result is not the original amount.

§ Solve real-life problems involving percentages using the unitary method or other techniques

Example(s):

Examining the percentage of land taken up by particular Aboriginal Nations, such as

Bundjalung, Wonnarua, Dunghutti, compared to the total land area of New South Wales.

§ Solve financial problems involving percentages, specifically considering GST, profit and loss

Example(s):

Evaluating the final cost after 10% GST is added to an electrical job that costs $720.

Multiple Syllabuses Page 66 of 159

Ratios and rates
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves problems involving ratios and rates, and analyses distance–time graphs MA4-RAT-C-
01
Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01

Content

Recognise and simplify ratios

§ Use ratios to compare 2 or more quantities measured in the same units
§ Identify and express one part of a ratio as a fraction of the whole

Example(s):

4
Using a diagram to model the ratio 4:7, showing that the first part is of the whole:
11

§ Simplify ratios

Solve problems involving ratios

§ Apply the unitary method to solve ratio problems

Example(s):

Finding the number of students in Year 7 if there are 105 students in Year 8 and the ratio
of Year 7 students to Year 8 students is 4:3:

3 parts ¿ 105

105
1 part =
3

∴ 4 × 35 ¿ 140 Year 7 students

Multiple Syllabuses Page 67 of 159

§ Divide a quantity in a given ratio

Example(s):

Dividing $50 in the ratio 1:3.

§ Solve real-life problems involving ratios

Example(s):

Calculating the ingredients needed if a recipe is adjusted for more or less people than the
original recommendation.

Calculating the actual distance between Dunghutti Country, South West Rocks and
Gumbaynggirr Country, Coffs Harbour, in kilometres if the scale on a map is given as 1:1
000 000 and the distance between the 2 towns on the map is 10 cm.

Recognise and simplify rates

§ Explain the differences between ratios and rates

Example(s):

Describing ratios as a comparison of quantities measured in the same units and rates as
a comparison of quantities measured in different units.

§ Represent given information as a simplified rate

§ Convert between units for rates

Example(s):

Converting between km/h and m/s and vice versa.

Solve problems involving rates

§ Solve a variety of real-life problems involving rates
§ Examine financial applications of rates, such as best buys

Multiple Syllabuses Page 68 of 159

Interpret and construct distance–time graphs from authentic data
§ Interpret distance–time graphs made up of straight-line segments with a negative, zero or
positive slope

Example(s):

Explaining the significance of horizontal line segments in distance–time graphs.

Interpreting a graph which shows the distance covered and time taken during a car
journey of a person and their sibling who leave home to visit their relative’s house. After
visiting their relative, the person drops off their sibling at a friend’s house before going
home. Using the below diagram, answer: What is the speed of the car from the person’s
home to their relative’s house? How long did they stay at their relative’s house? How far is
the friend’s house from their home? What is the speed of the car coming home?

Image long description: A graph with distance in kilometres on the vertical axis and time in
hours on the horizontal axis. First line slopes upward and travels 50 km in 1 hour. Second
line is horizontal for 30 minutes. Third line slopes upward and travels a further 40 km in 30
minutes. Fourth line slopes downward and travels 90 km over 1 hour.

§ Calculate speeds for straight-line segments of given distance–time graphs

§ Create distance–time graphs made up of straight-line segments

Multiple Syllabuses Page 69 of 159

Algebraic techniques
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ generalises number properties to operate with algebraic expressions including expansion and
factorisation MA4-ALG-C-01
Related Life Skills outcomes: MALS-PAT-01

Content

Examine the concept of pronumerals as a way of representing numbers

§ Examine and recognise that pronumerals can be used to represent one or more numerical
values and when pronumerals have more than one numerical value, they may then be referred
to as variables

Example(s):

Explaining that x +3 takes on different values for x=1 , x=5 , x =10.

Exploring the use of symbols in storytelling by Aboriginal and/or Torres Strait Islander
Peoples, including mathematical stories.

§ Identify and define an algebraic expression as an expression formed by combining numbers

and algebraic symbols using arithmetic operations

Example(s):

Describing 4 x−2 and 5 ( 2 x+ x 2 ) as algebraic expressions.

§ Use concise algebraic notation and conventions for multiplication, division and powers, and
explain the meanings for each convention

Example(s):

a a ac 1 x
Representing a ÷ ( b × c ) as , a ÷ b × c as × c and , half of x as x or , 1 × x
bc b b 2 2
as x .

2 3 2 3 4
4 × 4=16=4 , 3 ×3 ×3=27=3 ∴ a× a=a , b × b ×b=b and c ×c ×c ×c=c .

Multiple Syllabuses Page 70 of 159

Create algebraic expressions and evaluate them by substitution
§ Generate algebraic expressions by translating descriptions and vice versa

Example(s):

p
Representing the product of x and y as x y , the quotient when p is divided by q as , the
q
sum of x and y as x + y and the difference between x and y as x− y .

2 x +1
Representing the side length of an equilateral triangle with perimeter 2 x+1 as .
3

§ Substitute numbers into algebraic expressions and evaluate the result

Example(s):

Evaluating the expression 2 l+ 2b by substituting l=8 and b=3.

Verifying that the expansion of 3 x ( x−5 )=3 x 2−15 x is correct by substituting x=2.

§ Generate a number pattern from an algebraic expression

Example(s):

Generating a number pattern from the algebraic expression x +3 using the table:

Extend and apply the laws and properties of arithmetic to algebraic terms and expressions
§ Generalise the associative property of addition and multiplication to algebraic expressions

Example(s):

Generalising associativity for numbers such as: ( 3+5 )+2=3+ ( 5+2 ) , to algebraic
expressions such as ( a+ b ) +c=a+ ( b+ c ), and generalising associativity for numbers such
as ( 3 × 4 ) ×2=3× ( 4 × 2 ) , to algebraic expressions such as ( a b ) × c=a × ( b c )=a b c .

§ Generalise the commutative property to algebraic expressions

Example(s):

Generalising commutativity for numbers such as: 3+5=5+3 to algebraic expressions

such as a+ b=b+a , generalising commutativity for numbers such as 3 × 4=4 × 3 to
algebraic expressions such as b a=a b .

Multiple Syllabuses Page 71 of 159

§ Identify like terms, and add and subtract them to simplify algebraic expressions
§ Simplify algebraic expressions that involve multiplication and division, including simple
algebraic fractions

Example(s):

8a 2a 12 a
Simplifying algebraic expressions such as 12 a ÷ 3 , 4 x × 3 ,2 a b × 3 a , , and .
2 8 9

§ Simplify algebraic expressions involving mixed operations

Example(s):

Simplifying algebraic expressions such as a × 4+ 3÷ b−2 ×a .

Extend and apply the distributive law to the expansion of algebraic expressions
§ Explain the role and meaning of grouping symbols in algebraic expressions

Example(s):

Generalising the distributive law for numbers such as: 3 × ( 20+7 )=3 ×20+ 3× 7 to
algebraic expressions such as a ( b +c )=a b +a c .

Showing, using an area model, that a ( b +c )=a b +a c .

§ Apply the distributive law to expand and simplify algebraic expressions by removing grouping
symbols

Example(s):

Expanding algebraic expressions such as 3 ( a+2 ), −5 ( x+ 2 ), a ( a+b ) and x (−x −2 ).

Multiple Syllabuses Page 72 of 159

Factorise algebraic expressions by identifying numerical and algebraic factors
§ Identify and list factors of a single term

Example(s):

Identifying the factors of 6 x as 1, 2, 3, 6 , x , 2 x , 3 x , 6 x , −1, −2, −3, −6 , −x , −2 x , −3 x

and −6 x .

§ Factorise algebraic expressions using knowledge of factors and finding the highest common
numerical factor (HCF)

Example(s):

Factorising expressions such as 4 x−8=4 ( x−2 ).

§ Factorise algebraic expressions using knowledge of factors by finding a common algebraic

factor, including expressions involving more than 2 terms, and verify the result by expansion

Example(s):

Factorising expressions such as 32 y 2−16 x y .

Multiple Syllabuses Page 73 of 159

Indices
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ operates with primes and roots, positive-integer and zero indices involving numerical bases
and establishes the relevant index laws MA4-IND-C-01

Content

Apply index notation to represent whole numbers as products of powers of prime numbers
§ Describe numbers written in index form using terms such as base, power, index and exponent

Example(s):

Representing a number with a base of 5 and an index of 2.

§ Represent numbers in index notation limited to positive powers

Example(s):

Expressing 2, 4, 8, 16 and 32 as powers of 2.

§ Represent in expanded form and evaluate numbers expressed in index notation, including
powers of 10

Example(s):

Explaining that 10³ ¿ 10 × 10 × 10 ¿ 1000.

Examining and generalising the sign of the result when a negative number is raised to an
odd or even power.

§ Apply the order of operations to evaluate expressions involving indices

Example(s):

Evaluating 32 + 42 , 4 3 +2 ×52.

§ Determine and apply tests for divisibility for 2, 3, 4, 5, 6 and 10

Example(s):

Finding the smallest number that is greater than 1000 and is divisible by 6.

Multiple Syllabuses Page 74 of 159

§ Represent a whole number greater than one as a product of its prime factors, using index
notation where appropriate

Example(s):

Representing 324 as 2 × 2 × 3 × 3 × 3 × 3 ¿ 2² × 3⁴.

Examine cube roots and square roots

§ Use the notations for square root (❑√ ) and cube root (√
3
❑)

Example(s):

❑ and 3 √ 8 and explaining why they are different.

3 ❑
Evaluating √

§ Recognise and describe the relationship between squares and square roots, and cubes and
cube roots for positive numbers

Example(s):

Deducing that if 72 =49, then ❑√ 49=7 and if 53=125 , then √

3
¿ 5.

§ Verify, through numerical examples, that ❑√ a b=❑√ a× ❑√ b

Example(s):

Showing that if ❑√ 9 × 4=❑√ 36=6 and ❑√ 9 × ❑√ 4=3 ×2=6, then ❑√ 9 × 4=❑√ 9 × ❑√ 4 .

§ Estimate the square root of any non-square whole number and the cube root of any non-cube
whole number, then check using a calculator

Example(s):

Estimating the value of ❑√ 30 by first considering that it lies between ❑√ 25 and ❑√ 36 .

Creating a true statement with the smallest possible interval of the form:
□ . □ □< ❑√ 6< □ . □ □ using the digits 1 to 6, at most one time each.

§ Identify and describe exact and approximate solutions in the context of square roots and cube
roots
§ Apply the order of operations to evaluate expressions involving square roots, cube roots,
square numbers and cube numbers

Example(s):

Finding the missing numbers to make the number sentence true:

[ 3 × □2 + ( ❑√ 25−□ ) )=❑√ □ × 9 ×3−5.

Multiple Syllabuses Page 75 of 159

Use index notation to establish the index laws with positive-integer indices and the zero
index
§ Establish the multiplication, division and the power of a power index laws, by expressing each
number in expanded form with numerical bases and positive-integer indices

Example(s):

Recognising that 32 ×3 4=( 3 ×3 ) × (3 × 3× 3 ×3 ) =36=32 +4 , and generalising this into the

form a m × an =am +n.

5 2 3× 3 ×3 ×3 ×3 3 5−2
Recognising that 3 ÷ 3 = =3 =3 , and generalising this into the form
3 ×3
m n m−n
a ÷ a =a .

2
Recognising that ( 3 4 ) =3 4 × 34 =3 ×3 ×3 ×3 × 3× 3 ×3 ×3=38, and generalising this into
n
the form ( a m ) =am × n.

§ Verify through numerical examples that ( a b )2=a 2 b2

§ Establish the meaning of the zero index

Example(s):

2
5 25
Establishing the meaning of the zero index using index laws such as: 2
= =1 , and
5 25
2
5 2−2 0
2
=5 =5 , ∴ 50=1 .
5

Exploring the pattern 24 , 23 ,2 2 , 21 , 20 .

§ Apply index laws to simplify and evaluate expressions with numerical bases

Example(s):

2
Evaluating 52 ×54 × 5, 4 6 ÷ 4 3 × 42 and ( 40 ×33 ÷ 34 ) .

Multiple Syllabuses Page 76 of 159

Equations
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves linear equations of up to 2 steps and quadratic equations of the form a x 2=c MA4-EQU-
C-01
Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01

Content

Solve linear equations up to 2 steps

§ Represent number sentences involving unknown quantities using pronumerals

Example(s):

Explore how Aboriginal and/or Torres Strait Islander Peoples may use storytelling and/or
dance to represent mathematical equations.

§ Describe number sentences as equations

§ Distinguish between and compare algebraic expressions and equations
§ Solve linear equations with integer and non-integer solutions using algebraic techniques that
involve up to 2 steps, including equations with pronumerals on both sides

Example(s):

x x+ 4
Solving 2 x+5=20, 8−3 x=−20, 23= + 26, =2 and2 x+3=4 x .
3 3

§ Model and solve word problems using equations of up to 2 steps

Multiple Syllabuses Page 77 of 159

Solve and verify linear equations by substitution
§ Verify solutions to equations by substitution

Example(s):

2x
Verifying that x=7.5 is a solution by substituting in the equation + 5=10.
3

2 ×7.5
L H S= +5
3

15
¿ +5
3

¿ 5+5

¿ 10

¿RHS

§ Solve problems involving linear equations, including those arising from substituting given
values into formulas

Example(s):

Recognising that 2 consecutive integers can be represented as x and x +1, and use these
to find 2 consecutive integers that have a sum of 23.

Finding the value of t in the formula v=u+a t if v=10, u=3 and a=2.

Finding the value of x if a rectangle with length (2 x−1)cm and width 3 cm has an area of
39 cm2.

Solve quadratic equations

§ Reason why there are 2 values of x that satisfy a quadratic equation of the form x 2=c if c >0

Example(s):

Evaluating 32 and (−3 )2 and solving x 2=9 and explaining why there is no solution to
2
x =−9 .

§ Solve problems involving quadratic equations of the form a x 2=c , giving answers in exact form
and as decimal approximations

Example(s):

Explaining that if x 2=5, then x can be expressed in exact form as x=± ❑√ 5 or as a decimal
approximation as x ≈± 2.24 to 2 decimal places.

Multiple Syllabuses Page 78 of 159

§ Solve quadratic equations arising from substitution into a formula

Example(s):

Finding the value of r in the formula A=π r 2 if A=10 .

Multiple Syllabuses Page 79 of 159

Linear relationships
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ creates and displays number patterns and finds graphical solutions to problems involving linear
relationships MA4-LIN-C-01
Related Life Skills outcomes: MALS-POS-01

Content

Plot and identify points on the Cartesian plane

§ Plot and label points on the Cartesian plane of given coordinates, including those with
coordinates that are not whole numbers

Example(s):

Plotting and labelling the points P ( 13 ,−2) and Q(−3.5 , 0)on the Cartesian plane.
Aboriginal art uses topographical views to map Country. Use a topographical map of the
local region to identify coordinates of landmarks such as watering holes, cultural places or
places of personal significance.

Multiple Syllabuses Page 80 of 159

§ Identify and record the coordinates of given points on the Cartesian plane, including those with
coordinates that are not whole numbers

Example(s):

Using the diagram of the Cartesian plane to identify the coordinates of point A, naming

(
the point at 4 ,−2
1
2), labelling point Z on the x -axis directly above point C, and

1
identifying the coordinates of the point 2 units left of the origin.
2

Image long description: A number plane with an x and y -axis. Point A is plotted at 2, 1.5.
Point B is plotted at 4, minus 2.5. Point C at minus 2.5, minus 1.5

Plot linear relationships on the Cartesian plane

§ Construct a geometric pattern and record the results in a table of values

Example(s):

Representing the pattern below made from matches in a table of values:

Image long description: The number of pentagons is measured against the number of
matches used to make the pentagon pattern, represented in a table. The table shows the
number of pentagons on the top row (1, 2, 3, 4) and the corresponding number of
matches on the bottom row (5, 9, blank, 17).

§ Represent a given number pattern (including decreasing patterns) using a table of values
§ Describe a number pattern in words and generate an equation using algebraic symbols

Example(s):

Describing a number pattern as: the y -value is double the x -value, and generalising the
equation to be y=2 x .

Multiple Syllabuses Page 81 of 159

§ Apply an equation generated from a pattern to calculate the corresponding value for a smaller
or larger number

Example(s):

Generating the equation for the pattern and completing the table of values.

Image long description: A table with x -values on the top row (1, 2, 3, 4, 5, 8, 95) and y -
values on the bottom row (minus 13, minus 15 and minus 17). The remaining values for y
are left blank.

§ Recognise that a linear relationship can be represented by a number pattern, an equation (or a
rule using algebraic symbols), a table of values, a set of pairs of coordinates and a line
graphed on a Cartesian plane, and move flexibly between these representations

Example(s):

Deriving the equation representing the relationship between x and y by completing a

table of values for the set of points shown in the diagram.

§ Explain that there are an infinite number of ordered pairs that satisfy a given linear relationship
by extending a line joining a set of points on the Cartesian plane
§ Compare similarities and differences of multiple straight-line graphs on the same set of axes
using graphing applications

Example(s):

Using digital tools to graph y=x +1, y=x −2 and y=−2 x +1 on the same Cartesian
plane, identifying similarities and differences such as parallel, non-parallel, pass through
the same point, increasing and decreasing.

Multiple Syllabuses Page 82 of 159

§ Describe linear relationships in real-life contexts and solve related problems

Example(s):

Demonstrating a linear relationship using a graph for a situation where an electrician

charges a $75 call-out fee and $60 for each hour it takes to complete a job.

Solve linear equations using graphical techniques

§ Recognise that each point on the graph of a linear relationship satisfies the equation of a line

Example(s):

Verifying that the points ( 2 , 5 ) and (−1 ,−1 ) satisfy the line y=2 x +1.

§ Apply graphs of linear relationships to solve a corresponding linear equation using graphing
applications

Example(s):

Using the graph of y=2 x +3 to find the solution to the equation 2 x+3=11.

Multiple Syllabuses Page 83 of 159

§ Graph 2 intersecting lines on the same set of axes and identify the point of intersection using
either graphing applications or a table of values

Example(s):

Graphing the linear equations y=2 x +1 and y=− x+ 4 and identifying their point of
intersection.

§ Verify that the point of intersection satisfies the equations of both lines

Multiple Syllabuses Page 84 of 159

Length
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of the perimeter of plane shapes and the circumference of circles to solve
problems MA4-LEN-C-01
Related Life Skills outcomes: MALS-LEN-01

Content

Solve problems involving the perimeter of various quadrilaterals and simple composite
figures
§ Solve problems involving the perimeter of plane shapes, including parallelograms, trapeziums,
rhombuses and kites

Example(s):

Finding the perimeter of irregular plane shapes such as:

§ Solve problems relating to the perimeter of simple composite figures

Multiple Syllabuses Page 85 of 159

§ Compare methods of solution for finding perimeter and evaluate the efficiency of those
methods

Example(s):

Analysing different ways a perimeter could be found.

Image long description: The composite shape is a rectangle with a section missing. The
intact height of the shape is labelled 10 and the width is labelled 12. The missing section
height is 4 and the width 5. The first way to find the perimeter is to extend the missing
section’s height and width to create the equation: 12 plus 10, plus 12, plus 10 equals 44.
The second way to find the perimeter is to subtract the missing section’s height and width
from the rectangle’s height and width to find the length of the shortened sides, and add
this to the height and width of the rectangle and missing sections. This forms the
equation: 12 plus 10, plus 6, plus 5, plus 4, plus 7 equals 44.

Describe the relationships between the features of circles

§ Identify and describe the relationship between circle features, including the radius, diameter,
arc, chord, sector and segment of a circle, and a tangent to a circle
§ Define π as the ratio of the circumference to the diameter of any circle

Example(s):

Comparing values for the ratio of the circumference to the diameter by measuring the
diameter and circumference of a variety of circles and/or cylinders.

§ Verify that the number π is a constant and develop the formula for the circumference of a circle
§ Apply the formula for the circumference of a circle in terms of the diameter d or radius r
(circumference of a circle ¿ π d or 2 π r ) to solve related problems to solve related problems

Example(s):

Calculating the inner circumference of several yidakis (didgeridoos) and examining how
the inner circumference affects the sound produced.

§ (
Establish the arc length formula l=
θ
360 )
× 2 π r where l is the arc length and θ is the angle

subtended at the centre by the arc

Multiple Syllabuses Page 86 of 159

§ Solve problems by finding arc lengths and the perimeter of sectors, giving an exact answer in
terms of π or an approximate answer

Example(s):

Calculating the approximate distance between 2 locations on the equator using an

assumed value for the Earth’s radius.

§ Find the perimeter of quadrants, semicircles and simple composite figures consisting of 2
shapes in a variety of contexts, including using digital tools

Example(s):

Using online mapping applications to calculate the perimeter of places of interest, such as
a local running track or botanical garden.

Multiple Syllabuses Page 87 of 159

Right-angled triangles (Pythagoras’ theorem)
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies Pythagoras’ theorem to solve problems in various contexts MA4-PYT-C-01

Content

Identify and define Pythagoras’ theorem

§ Identify and describe the hypotenuse as the side opposite the right angle and the longest side
in any right-angled triangle

Example(s):

Analysing right-angled triangles of differing sizes and orientations and identifying the
hypotenuse.

§ Establish the relationship between the lengths of the sides of a right-angled triangle

Example(s):

Rearranging 4 congruent right-angled triangles of side lengths a, b and c to form a square

with a side length a+ b and establishing the relationship between the lengths of the sides
of a right-angled triangle.

Image long description: The first square has a side length of a plus b , and has a square of
side length c at a diagonal rotation inside it. The second square represents how this
creates a square of side length a plus b , with 2 identical rectangles of diagonal length c
and squares of side length a and side length b inside the larger square.

§ Use the relationship to record and define Pythagoras’ theorem both algebraically and in words

Multiple Syllabuses Page 88 of 159

Examine problems involving Pythagoras’ theorem
§ Apply Pythagoras’ theorem to find the unknown length of a side in a right-angled triangle,
giving answers in an exact form or as decimal approximations

Example(s):

Reasoning why the negative solution of the relevant quadratic equation is not feasible
when solving problems involving Pythagoras’ theorem.

§ Apply the converse of Pythagoras’ theorem to establish whether a triangle is right angled

Example(s):

Justifying that a triangle with side lengths of 5 m, 12 m and 13 m is right-angled.

§ Solve practical problems involving Pythagoras’ theorem before exploring a variety of related
problems

Example(s):

Exploring the possible areas of a rhombus with a side length of 8 cm and one diagonal
length of 15 cm.

§ Justify whether a set of 3 integers is a Pythagorean triad

Multiple Syllabuses Page 89 of 159

Area
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of area and composite area involving triangles, quadrilaterals and circles to
solve problems MA4-ARE-C-01
Related Life Skills outcomes: MALS-ARE-01

Content

Develop and use formulas to find the area of rectangles, triangles and parallelograms to
solve problems
§ Apply the formula to find the area of a rectangle or square: A=lb , where l is the length and b
is the breadth (or width) of the rectangle or square

Example(s):

Comparing various rectangles with the same area and examining whether they have the
same perimeter, such as finding the possible perimeters of all rectangles with integer side
lengths that have an area of 36 cm2.

1
§ Develop and apply the formula to find the area of a triangle: A=¿ b h, where b is the base
2
length and h is the perpendicular height

Example(s):

Verifying the formula for the area of a triangle by folding a rectangle in half to see that the
area of the triangle is half that of the rectangle.

Identifying the perpendicular height of triangles in different orientations and verifying that
triangles with the same base length and height have equal areas by using digital tools.

Multiple Syllabuses Page 90 of 159

§ Develop and apply the formula to find the area of a parallelogram: A=¿ b h whereb is the base
length and h is the perpendicular height

Example(s):

Developing the formula for the area of a parallelogram by either rotating a right-angled
triangle or bisecting a pair of opposite sides of a parallelogram and rotating the triangles
to form a rectangle.

Image long description: A parallelogram showing perpendicular height h and side length
b, transformed into a rectangle by using the perpendicular height as the width of the
rectangle, and the length of the parallelogram as the length of the rectangle.

Image long description: A parallelogram transformed into a rectangle, demonstrating how

a triangle on the edge of the parallelogram can be flipped to form a rectangle of the same
dimensions.

Multiple Syllabuses Page 91 of 159

§ Calculate the area of composite figures that can be dissected into rectangles, squares,
parallelograms or triangles to solve problems

Example(s):

Exploring different ways to find composite areas.

Image long description: The first diagram shows that the composite shape is 2 rectangles.
The large rectangle has a width of 6 and length of 12, the other has a width of 4 and
length of 7. They are joined together so the shape is a rectangle with a corner missing.
The second diagram shows that the area can be found by first finding the total area of the
shape and subtracting the missing section with the equation: 12 multiplied by 10, minus 4
multiplied by 5. The third diagram shows that the area can be found by adding the total
areas of the 2 rectangles when split horizontally. The equation is 7 multiplied by 4, plus 12
multiplied by 6. The fourth diagram shows that the area can be found by adding the total
areas of the 2 rectangles when split vertically. The equation is 10 multiplied by 7, plus 6
multiplied by 5.

Develop and use the formula to find the area of circles and sectors to solve problems
§ Develop and apply the formula to find the area of a circle: A=π r 2 , where r is the length of the
radius

Example(s):

Developing the formula to find the area of a circle by dissecting a circle into many
congruent sectors and arranging them to form an approximate parallelogram with height r
and base π r and considering the area of the parallelogram.

Image long description: A circle is broken up into 8 sectors which are placed together to
create the third shape. The second shape is created using 32 sectors of the same circle
arranged in a tight line to indicate how the smaller the size of the sectors, the closer the
shape becomes to a parallelogram.

§ Explain how the area of a sector can be developed from the area of a circle A= ( θ
360
× π r2 )
Multiple Syllabuses Page 92 of 159
§ Find the area of quadrants, semicircles and sectors, and apply these formulas in the context of
real-life problems

Example(s):

Measuring and calculating the area inside the 3-point line of a basketball court.

§ Calculate the areas of composite shapes involving quadrants, semicircles and sectors to solve
problems

Develop and use the formulas to find the area of trapeziums, rhombuses and kites to solve
problems
1
§ Develop and apply the formula to find the area of a kite or rhombus: A= x y , where x and y
2
are the lengths of the diagonals

Example(s):

Developing the area of a rhombus or kite by dividing the shape on the diagonals into 2 or
4 right-angled triangles:

1 1 1 1
A=4 × × x × y = x y
2 2 2 2

Image long description: Demonstration of how a rhombus with one diagonal measuring x
and one diagonal measuring y becomes a triangle with perpendicular height y over 2 and
base length x .

Multiple Syllabuses Page 93 of 159

 h
§ Develop and apply the formula to find the area of a trapezium: A= ( a+ b ) , where h is the
2
perpendicular height and a and b are the lengths of parallel sides

Example(s):

Developing the formula for the area of a trapezium by bisecting the non-parallel sides,
dissecting the trapezium and rotating triangles to form a rectangle with the same
perpendicular height and length as half of the sum of the 2 parallel sides.

Image long description: Trapezium with parallel sides a and b, and perpendicular height h.
Triangles on either end are flipped upwards to form a rectangle with side length of a half
multiplied by a plus b, and width h.

§ Calculate the area of composite shapes involving trapeziums, kites and rhombuses to solve
problems

Choose appropriate units of measurement for area and convert between units
§ Choose an appropriate unit to measure the area of different shapes and surfaces, and justify
the choice

Example(s):

Examining the suitability of units relative to the size of an object, based on real-life
scenarios such as the area of a paddock in hectares, the area of a local botanical garden
in km2 or the floor space of a hall in m2.

Multiple Syllabuses Page 94 of 159

§ Convert between metric units of area using 1 c m2=100 m m2, 1 m2=10 000 c m2,
2 2 2
1 h a=10 000 m and 1 k m =1 000 000 m =100 h a

Example(s):

Representing conversions using areas of squares.

Image long description: The first square has sides of 10 millimetres with an area of 100
square millimetres. It is equal to the second square that has sides of 1 centimetre and an
area of 1 square centimetre. The third square has sides of 100 centimetres and an area of
10 000 square centimetres. It is equal to the fourth square with sides of 1 metre and an
area of 1 square metre.

Multiple Syllabuses Page 95 of 159

Volume
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of volume and capacity to solve problems involving right prisms and
cylinders MA4-VOL-C-01
Related Life Skills outcomes: MALS-VOL-01

Content

Describe the different views of prisms and solids that have been formed from prism
combinations
§ Represent prisms from different views in 2 dimensions, including top, side, front and back
views
§ Describe and illustrate solids formed from prism combinations from different views in 2
dimensions, including top, side, front and back views

Example(s):

Illustrating different perspectives of solids consisting of combinations of prisms created

using digital tools or concrete materials.

§ Identify and illustrate the cross-sections of different prisms

§ Examine the idea that prisms have a uniform cross-section that is equal to the base area
§ Determine if a particular solid has a uniform cross-section

Develop and apply the formula to find the volume of a prism to solve problems
§ Develop the formula for the volume of a prism: V =b a s e a r e a ×h e i g h t , leading to V = A h
§ Apply the formula for the volume of a prism to prisms with uniform cross-sections to solve
problems

Example(s):

Calculating the side length of a cube with a volume of 125 cm3.

Multiple Syllabuses Page 96 of 159

Develop the formula for finding the volume of a cylinder and apply the formula to solve
problems
§ Develop and apply the formula to solve problems involving the volume of cylinders: V =π r 2 h ,
where r is the length of the radius of the base and h is the perpendicular height

Example(s):

Developing the formula for finding the volume of a cylinder by recognising repeated layers
of circles.

Calculating the volume of wood eaten by termites to create an emu caller (hollow cylinder)
assuming they are perfect cylinders.

Choose appropriate units of measurement for volume and capacity and convert between
units
§ Recognise that 1000 L is equal to 1 kilolitre (kL) and use the abbreviation
§ Recognise that 1000 kL is equal to 1 megalitre (ML) and use the abbreviation

Example(s):

Recognising the use of kL and ML in estimating the volume of real-life situations such as
Sydney Harbour, a local dam or a backyard swimming pool.

§ Choose an appropriate unit to measure the volume or capacity of different objects and justify
the choice

Example(s):

Identifying the most appropriate units to measure the capacity of a swimming pool or a
fish tank.

Using the capacities of familiar containers to help estimate the capacity of larger
containers.

§ Convert between metric units of volume and capacity (1 cm3 = 1000 mm 3, 1 cm 3 = 1 mL,
3
1 m = 1000 L = 1 kL, 1000 kL = 1 ML)
§ Solve practical problems involving the volume and capacity of right prisms and cylinders

Example(s):

Given the volume of carrying tools used by Aboriginal Peoples, demonstrate how to
estimate their capacity and explore the maximum number of objects they can hold.

Comparing the capacity of a cubic tank with the dimensions 1.5 m ×1.5 m ×1.5 m to a
cylindrical tank 1.6 m in diameter and with a height of 1.6 m.

Multiple Syllabuses Page 97 of 159

Angle relationships
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies angle relationships to solve problems, including those related to transversals on sets of
parallel lines MA4-ANG-C-01

Content

Apply the language, notation and conventions of geometry

§ Use appropriate terminology and conventions to define, label and name points, rays, lines and
intervals using capital letters

Example(s):

Describing the similarities and differences between the following examples:

Image long description: The first diagram is a ray starting at point A and continuing
through point B. The second diagram shows an interval of a line starting at point A and
ending at point B. The third shows a line that goes through points A and B and continues
through both.

§ Identify and label the vertex and arms of an angle with capital letters
§ Use appropriate conventions to label and name angles

Example(s):

Multiple Syllabuses Page 98 of 159

§ Use common conventions to indicate right angles, equal angles and intervals on diagrams

Example(s):

Image long description: The first diagram is a right angle through the points ABC. The
second diagram has one isosceles triangle inside another isosceles triangle showing
equal sides and equal base angles.

Identify geometrical properties of angles at a point

§ Identify right angles, straight angles, angles of complete revolution and vertically opposite
angles
§ Apply the terms complementary and supplementary to a pair of angles adding to 90 ° and 180 ° ,
respectively

Example(s):

Identifying complementary and supplementary angles arising from right angles and
straight angles. ∠ A BC and ∠ C B D are complementary since ∠ A B D is a right angle.
∠ F H G and ∠ J H G are supplementary since ∠ F H J is a straight angle.

Image long description: The first diagram shows right angle ABD dissected by line BC
forming complementary angles. The second diagram shows straight angle FHJ with line
GH in the middle at a diagonal forming supplementary angles.

Multiple Syllabuses Page 99 of 159

§ Apply the term adjacent angles to a pair of angles with a common arm and common vertex

Example(s):

∠ A D C is adjacent to ∠ B D C and reflex ∠ A D B .

Identify and describe corresponding, alternate and co-interior angles when 2 straight lines
are crossed by a transversal, including parallel lines
§ Identify and describe perpendicular lines using the symbol for is perpendicular to (⊥)
§ Apply the common conventions to indicate parallel lines on diagrams

Example(s):

§ Identify and describe pairs of parallel lines using the symbol for is parallel to (∥)
§ Identify and define transversals, including transversals of parallel lines

Example(s):

Transversal XY cuts the lines AB and CD at Z and W.

Multiple Syllabuses Page 100 of 159

§ Identify, name and measure alternate angle pairs, corresponding angle pairs and co-interior
angle pairs for 2 lines cut by a transversal

Example(s):

§ Verify and identify corresponding angles and alternate angles as equal, and co-interior angles
as supplementary, when a pair of parallel lines is cut by a transversal

Example(s):

Image long description: A corresponding angle and alternate interior angles where angle
a and angle b are equal. A co-interior angle where angle a plus angle b equals 180
degrees.

§ Justify that 2 lines are parallel by using properties of alternate, corresponding or co-interior
angles on parallel lines

Multiple Syllabuses Page 101 of 159

Solve numerical problems involving angles using reasoning
§ Apply the knowledge of angle relationships including angles at a point to find the sizes of
unknown angles embedded in diagrams and give reasons

Example(s):

Finding the size of the unknown angle and give reasons:

x +162°+ 90° +78 °=360 ° (angles at a point)

∴ x=30 °

y=53 ° (vertically opposite angles)

Multiple Syllabuses Page 102 of 159

§ Apply the knowledge of angles associated with parallel lines to find the sizes of unknown
angles embedded in related diagrams and give reasons

Example(s):

If ∠ BC H=114 °, find the size of ∠ A B F and ∠ E BC and give reasons.

Finding the value of x in the diagram below and give reasons:

Construct a line X Y through X parallel to A B and C D .

° °
63 +∠ A X Y =180 (co-interior angles, A B∥ X Y )
°
∴ ∠ A X Y =117
Similarly, ∠ Y X C+ 42°=180 °
°
∴ ∠Y X C=138
° ° °
x +117 + 138 =360 (angles at a point)
°
∴ x=105

Multiple Syllabuses Page 103 of 159

Properties of geometrical figures
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ identifies and applies the properties of triangles and quadrilaterals to solve problems MA4-
GEO-C-01
Related Life Skills outcomes: MALS-GEO-01

Content

Classify triangles according to their side and angle properties

§ Label triangles using appropriate text and symbols

Example(s):

Triangle A BC can be written as △ A B C .

§ Classify and describe types of triangles based on their properties, including acute-angled,
right-angled, obtuse-angled, equilateral, isosceles and scalene triangles

Example(s):

Recognising that a given triangle may belong to more than one class such as right-angled
scalene triangles and obtuse-angled isosceles triangles.

Classify quadrilaterals and describe their properties

§ Identify quadrilaterals using naming conventions

Example(s):

Recognising that quadrilateral ABCD is the same as ADCB but not the same as ACBD.

Multiple Syllabuses Page 104 of 159

§ Distinguish between convex and non-convex quadrilaterals

Example(s):

Non-convex (also called concave) quadrilaterals have one internal reflex angle.

§ Verify and describe the properties of the special quadrilaterals which include parallelograms,
rectangles, rhombuses, squares, trapeziums and kites

Example(s):

Properties of special quadrilaterals:

Opposite sides are parallel.
Opposite sides are equal.
Adjacent sides are perpendicular.
Opposite angles are equal.
Diagonals are equal.
Diagonals bisect each other.
Diagonals bisect each other at right angles.
Diagonals bisect the angles of the quadrilateral.

§ Identify and label the properties of the special quadrilaterals using appropriate conventions
§ Classify quadrilaterals based on their properties
§ Justify why some quadrilaterals may be classified as more than one type of quadrilateral

Multiple Syllabuses Page 105 of 159

Apply the properties of triangles and quadrilaterals
§ Prove that the interior angle sum of a triangle is 180° with or without digital tools

Example(s):

Proving the interior angle sum of a triangle is 180°:

Construct D E parallel to BC .

∠ D A B=∠ A B C=α (alternate angles, D E ∥ B C )

∠ E A C=∠ B C A=β (alternate angles, D E ∥ B C )

°
α + β+ γ =180 (straight angle)
°
∴ ∠ A B C +∠ B C A +∠ C A B=180

Image long description: Triangle ABC with interior angles alpha, beta and gamma. Line
DE is constructed parallel to BC at point A forming a straight angle of alpha, gamma and
beta with a sum of 180 degrees.

§ Prove that any exterior angle of a triangle equals the sum of the 2 interior opposite angles
§ Apply the angle sum of a triangle to prove that the angle sum of a quadrilateral is 360°

Multiple Syllabuses Page 106 of 159

§ Apply the properties of triangles and quadrilaterals to determine unknown sides and angles to
solve problems, giving reasons

Example(s):

Finding the value of x given P Q R S is a parallelogram:

Q R∥ P S (opposite sides of a parallelogram are parallel)

° °
x +53 =180 (co-interior angles are supplementary, Q R∥ P S)
°
∴ x=127

Multiple Syllabuses Page 107 of 159

Data classification and visualisation
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ classifies and displays data using a variety of graphical representations MA4-DAT-C-01
Related Life Skills outcomes: MALS-DAT-01

Content

Classify data as either numerical (discrete or continuous) or categorical (nominal or ordinal)

variables
§ Define a variable in the context of statistics as any characteristic, number or quantity that can
be measured or counted
§ Classify and describe variables as numerical or categorical
§ Describe a numerical variable as either discrete or continuous

Example(s):

Discrete (number of students, shoe size) and continuous (height, weight).

§ Describe a categorical variable as nominal or ordinal

Example(s):

Nominal (blue, green, yellow) and ordinal (small, medium, large).

§ Distinguish between and compare numerical (discrete or continuous) and categorical (nominal
or ordinal) variables

Display data using graphical representations relevant to the purpose of the data
§ Represent single datasets using graphs, including frequency histograms and polygons, dot
plots, stem-and-leaf plots, divided bar graphs, column graphs, line graphs, sector graphs and
pictograms, with or without digital tools

Example(s):

Using data from various sources, examine population characteristics of Aboriginal and/or
Torres Strait Islander Peoples across all states and territories. Use various data
representations to highlight changes over time.

Multiple Syllabuses Page 108 of 159

§ Include sources, titles, labels and scales when displaying data in a graph

Example(s):

The source indicates where the data was collected, the title introduces the data in the
graph, the labels identify each axis and scales identify the possible values of a variable
along an axis.

§ Select the type of graph best suited to represent various single datasets and justify the choice
of graph

Example(s):

Comparing the characteristics of histograms and column graphs and justifying their use
for datasets.

Image long description: A histogram graph with dashes along the vertical axis and the
bars close together. 2 column graphs, one with dashes along the vertical axis and another
with dashes along the horizontal axis. The bars follow the direction of the dashes and
have spaces between them.

§ Represent a dataset using a statistical infographic and justify the choice of graphical
representation used

Example(s):

Creating a statistical infographic showing information about Aboriginal and/or Torres Strait
Islander Peoples. Information could include data from the most recent census indicating
changes over time in the Aboriginal and Torres Strait Islander population.

Using a statistical infographic to enhance retention and recall of information through

visually compelling charts.

Multiple Syllabuses Page 109 of 159

Interpret data in graphical representations
§ Identify and interpret data displayed on graphs

Example(s):

Identifying variables from a histogram, dot plot, stem-and-leaf plot, bar graph, line graph,
sector graph and pictogram, interpret the data.

§ Identify features of graphical representations to draw conclusions

§ Interpret patterns in graphical representations to make predictions
§ Explain why a given graphical representation can lead to a misinterpretation of data

Example(s):

Examining the graphical representation of the cost of services over many years and
concluding that the increase in cost of services in Year 4 is much greater than that in Year
3 due to a larger prism.

Image long description: Example of a misleading graph depicting cost of services plotted
against time in years. Three-dimensional columns have non-uniform values and continue
to increase in size as time progresses.

Multiple Syllabuses Page 110 of 159

Data analysis
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ analyses simple datasets using measures of centre, range and shape of the data MA4-DAT-C-
02
Related Life Skills outcomes: MALS-DAT-02

Content

Calculate and compare the mean, median, mode and range for simple datasets
‾
§ Calculate the mean (x ) of a set of data using digital tools

Example(s):

Using the statistical functions of a spreadsheet or another digital tool to determine the
mean for both small and large datasets.

§ Calculate and describe the mean, median, mode and range of a dataset
§ Classify the mean, median and/or mode as measure(s) of centre to represent the average or
typical value of a dataset
§ Describe and interpret data displays using mean, median and range

Example(s):

Calculating measures of centre and range and using these to describe and interpret data
represented in a variety of statistical displays, including frequency distribution tables,
histograms, stem-and-leaf plots and dot plots.

§ Identify and describe datasets as having no modes (uniform), one mode (unimodal), 2 modes
(bimodal) or multiple modes (multimodal)

Example(s):

Identifying which of the following diagrams is closest to a uniform distribution:

§ Identify the range as a measure of spread to describe variation in a dataset

§ Compare simple datasets using the mean, median, mode and range

Multiple Syllabuses Page 111 of 159

Interpret the effect individual data points have on measures of centre and range
§ Informally identify clusters, gaps and outliers in datasets and give reasons for their occurrence
in the context of the data

Example(s):

Identifying and describing outliers informally from statistical displays and exploring the
reasons why these might occur.

§ Identify and explain the impact of adding or removing data values that are clustered at one end
of a dataset on the measures of centre

Example(s):

Justifying why adding a score of 12 to the set of scores 2, 3, 4, 5, 5, 5, 6, 8 will not change
the mode of 5.

Explaining the effect on the mean if a score of 99% is added to a set of 20 test scores
with an average of 60%.

§ Identify and explain the impact of outliers on the measures of centre and range

Example(s):

Analysing why it is more appropriate to use the median than the mean when the data
contains one or more outliers.

§ Determine and justify the most appropriate measure of centre to summarise the data in its
context

Example(s):

Using the median as the appropriate measure of centre to determine the average house
price in a suburb to avoid distortion of the data by outliers. Using the mean to determine
the average test score in a mathematics test when most of the marks are close together.

Analyse datasets presented in various ways and draw conclusions

§ Identify and describe the shape and distribution of a dataset using the terms symmetrical,
negatively skewed and positively skewed

Example(s):

§ Define a census as a study of every unit, everyone or everything in a population

Multiple Syllabuses Page 112 of 159

§ Define a sample as a subset of units in a population selected to represent all units in a
population of interest
§ Draw conclusions and make informed decisions about data gathered using data-collection
techniques, including census and sampling, which is then presented in tables, graphs and
charts

Example(s):

Identifying and describing factors that may have masked results, analysing the accuracy
of measurements taken, and determining whether the outcomes of the study can be
generalised to other situations.

Multiple Syllabuses Page 113 of 159

Probability
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves problems involving the probabilities of simple chance experiments MA4-PRO-C-01
Related Life Skills outcomes: MALS-PRO-01

Content

Determine probabilities for chance experiments

§ List the sample space for chance experiments

Example(s):

Explaining that if a standard 6-sided die is rolled once, the sample space (S) is S =
{1, 2, 3, 4, 5, 6}.

Explaining that the sample space for a spinner with 6 equal segments, 2 of which are red,
3 are green and 1 is white is S= { R ,G , W ) .

§ Express the probability of an event, which has a finite number of equally likely outcomes, as
n u m b e r o f f a v o u r a b l e o u t c o me s
P (e v e n t)=
t o t a l nu m b e r o f o u t c o m e s

Example(s):

1
Representing the probability of rolling a 4 on a 6-sided die as P ( 4 )= .
6

The probability of landing on green using a spinner with 6 equal segments, 2 of which are
3
red, 3 are green and 1 is white is P ( G )= .
6

§ Recognise that probabilities range from 0 (impossible) to 1 (certain) and that equally likely
outcomes have equal probabilities
§ Verify that the total of the probabilities of all possible outcomes of an event is 1
§ Identify and describe theoretical (expected) probabilities as being the likelihood of outcomes
occurring under fair or unbiased conditions

Multiple Syllabuses Page 114 of 159

§ Explain that observed probability is the relative frequency resulting from repeated trials of a
simulation and determine observed probabilities

Example(s):

Inferring that if a 6 appears on the uppermost face of a die 30 times when a die is rolled
30 1
120 times, the observed probability of a 6 is = .
120 4

§ Explore relative frequencies by using a random number generator to repeat a chance

experiment a number of times

Determine probabilities for complementary events

§ Identify and describe the complement of an event

Example(s):

Explaining that the complement of rolling a 3 on a die is not rolling a 3 on a die.

§ Verify that the sum of the probability of an event and its complement is a total of 1

Example(s):

1
Verifying that since the probability of rolling a 3 on a die is and the probability of not
6
5
rolling a 3 on a die is , then the sum of the event and its complement is 1 .
6

§ Solve problems involving the probability of complementary events

§ Represent the possible outcomes for complementary events in various forms

Multiple Syllabuses Page 115 of 159

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates extensive understanding of the relationships between mathematical concepts

§ uses, creates and interchangeably moves between a variety of abstract and concrete
representations in familiar and unfamiliar situations
§ solves routine problems involving multiple steps consistently in familiar and unfamiliar
situations
§ uses multiple connections between concepts to solve non-routine problems
§ applies deductive reasoning and concise, formal mathematical arguments to prove and justify
results in a variety of forms
§ uses precise mathematical language consistently and effectively to communicate reasoning,
explain solutions and justify results

Grade B
A student performing at this grade typically:

§ demonstrates thorough understanding of the relationships between mathematical concepts

§ uses, creates and moves between abstract and concrete representations in familiar and
unfamiliar situations
§ solves routine problems of up to 3 steps in familiar and unfamiliar situations and attempts
routine problems of more than 3 steps with some success
§ uses some connections between concepts to attempt non-routine problems
§ applies formal and informal mathematical reasoning to prove and justify results

Multiple Syllabuses Page 116 of 159

§ uses appropriate mathematical language effectively to communicate reasoning, explain
solutions and justify results

Grade C
A student performing at this grade typically:

§ demonstrates sound understanding of the relationships between mathematical concepts

§ uses and creates abstract or concrete representations in familiar situations
§ solves routine problems of up to 3 steps in familiar situations and attempts routine problems of
more than 3 steps
§ identifies some connections between concepts when attempting non-routine problems
§ uses informal mathematical reasoning to prove or justify results
§ uses mathematical language to communicate reasoning and explain solutions

Grade D
A student performing at this grade typically:

§ identifies some relationships between mathematical concepts

§ uses concrete representations in some familiar situations
§ attempts routine problems of up to 3 steps with some success
§ uses informal mathematical reasoning
§ uses limited mathematical language

Grade E
A student performing at this grade typically:

§ recognises some mathematical concepts

§ attempts some routine problems with very limited success
§ attempts to use informal mathematical reasoning
§ uses very limited mathematical language

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

Multiple Syllabuses Page 117 of 159

Science 7–10
Implementation from 2026
The new Science 7–10 Syllabus (2023) is to be implemented from 2026.

2024 and 2025 – Plan and prepare to teach the new syllabus

2026 – Start teaching new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Science 7–10
Figure 1 shows the organisation of the Science 7–10 Syllabus. The organisation of the syllabus
illustrates the important role Working scientifically plays across all areas of Science and the
connection to scientific knowledge and concepts. Content has been included in focus areas which
represent the interdisciplinary nature of science.

Figure 1: The organisation of focus areas for Science 7–10

Image long description: The 16 focus areas of Science 7–10 are split into 2 sets of columns for
Stage 4 and Stage 5. The focus areas for Stage 4 include: Observing the Universe; Forces; Cells
and classification; Solutions and mixtures; Living systems; Periodic table and atomic structure;
Change; and Data science 1. The focus areas for Stage 5 include: Energy; Disease; Materials;
Environmental sustainability; Genetics and evolutionary change; Reactions; Waves and motion;
and Data science 2. A rectangle at the bottom of the image, extending across Stage 4 and 5,
Multiple Syllabuses Page 118 of 159
states that a depth study is to be conducted from one or more focus areas. All these items are
enveloped by a box labelled Working scientifically.

Course requirements
The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board-developed Science syllabus substantially in each of Years 7–10

§ complete at least 400 hours of Science study by the end of Year 10.
Course numbers:

§ Science: TBA
§ Science Life Skills: TBA
Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.

Requirements for investigations

Scientific investigations include both practical investigations and secondary-source investigations.
At least 50% of the course time should be allocated to scientific investigations, including time
allocated to investigations during depth studies.

Practical investigations

These include:

§ undertaking laboratory experiments, including fair tests and controlled experiments that involve
the use of appropriate digital technologies
§ undertaking fieldwork
§ models and simulations.
Some students with disability may require adjustments and/or additional support to engage in
practical investigations.

Secondary-source investigations

These include:

§ locating and accessing a wide range of secondary data and information

§ analysing, using and reorganising secondary data and information.
Depth studies

A depth study is any type of scientific investigation that provides students with an opportunity to
pursue their interests and deepen their scientific understanding of one or more focus area. Depth
studies may be completed individually or collaboratively. Students are encouraged to reflect on
their learning by developing a portfolio of work to demonstrate their Working scientifically
processes.

Students are required to undertake at least one depth study every year across Stage 4 and Stage
5.

Guidelines for depth studies are below:

§ 5 hours of class time is recommended per year

§ at least one practical depth study per stage
§ at least 2 Working scientifically processes should be covered.

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A depth study may include:

§ a practical investigation or series of practical investigations

§ a secondary-source investigation or series of secondary-source investigations
§ presentations, research assignments or fieldwork reports.
Safety, risk management and animal welfare

Schools are required to ensure they follow safety and risk management, including the welfare of
animals, in delivering the Science 7–10 Syllabus.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Creating written texts supports learning

The development of the Science 7–10 Syllabus follows Recommendation 2: ‘Clarify and strengthen
writing content in syllabus documents’ from Teaching Writing: Report of the Thematic Review of
Writing (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of
ideas, supports reflection, fosters personal engagement and aids learners to think about the
significance and implication of ideas. Each subject has particular and specific writing demands
relevant for communicating within and about the discipline. Writing about content enhances
understanding across subjects and stages.

The secondary curriculum includes:

§ systematic development of expectations for creating written texts which align with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts and to deepen
their understanding of the subject area
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on development of word consciousness and precise use of subject-specific
terminology.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching.

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Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The knowledge, understanding and skills described in the outcomes and content of each focus
area provide a basis for students to successfully progress to the next stage of learning. Focus
areas may be reordered if required in line with instructional priorities and learner needs.

Content groups describe in more detail how the outcomes are to be interpreted and demonstrated,
and the intended learning appropriate for the stage. In considering the intended learning, teachers
make decisions about the sequence and emphasis to be given to particular groups of content
based on the needs and abilities of their students.

The ‘in context’ focus areas are designed to provide students with opportunities to apply their
learning in context. This content group could provide the basis for depth studies.

Data Book
A Data Book (PDF, 1.67MB, 20 pages) has been published to support the implementation of the
Science 7–10 Syllabus.

Data Book guide

A Data Book guide (PDF, 571.32KB, 3 pages) has been published to support teachers in using the
Science 7–10 Data Book.

Working scientifically
The Working scientifically processes are an integral component of the Science 7–10 Syllabus and
are embedded in outcomes and content.

The Working scientifically processes present in the syllabus are:

§ observing
§ questioning and predicting
§ planning investigations
§ conducting investigations
§ processing data and information
§ analysing data and information
§ problem-solving
§ communicating.
Students learn to work scientifically by using these processes in an interconnected way through
regular participation in a range of practical experiences.

Through working scientifically, students extend their understanding of the nature of science and
how scientific ideas, explanations and concepts develop through the processes of scientific inquiry.
They understand the unique interdisciplinary nature of science and the importance of scientific
evidence in making informed decisions.

Teachers may choose to include additional Working scientifically processes as appropriate.

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Rationale
The study of science in Years 7–10 is a dynamic, collaborative and creative human endeavour. It
encourages, inspires and enables students to develop knowledge and understanding of the world
through observation, questioning, experimentation, discussion, critical analysis and creative
thinking.

The Science 7–10 Syllabus supports the development of scientific literacy through the Working
scientifically processes, and provides students with the scientific knowledge required to investigate
phenomena, make predictions and solve problems.

As the oldest living continuous Cultures in the world, Aboriginal and Torres Strait Islander Peoples
have developed their Cultural Knowledges over millennia. These Knowledges are not static and
continue to develop. Through the study of science, students have the opportunity to develop their
knowledge and understanding of Aboriginal and Torres Strait Islander Peoples' Cultural and
Scientific Ways of Knowing, Being and Doing.

Making connections across scientific disciplines and other subject areas develops students’
conceptual understanding of science and its relationship with the world. This enables students to
recognise the role of science in solving existing and emerging real-world problems. Students learn
to apply their knowledge and understanding to solve familiar and unfamiliar problems.

The Science 7–10 Syllabus provides opportunities for students to participate in experiences that
develop their scientific knowledge and capabilities, and that engage them as scientifically literate
citizens.

By studying science, students develop an understanding of the social and cultural contexts of
science. This provides a basis for students to make reasoned, evidence-based and ethical
decisions. The Science 7–10 Syllabus encourages students to find innovative solutions to science-
related, social and global issues, including sustainable futures.

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Aim
The aim of the Science 7–10 Syllabus is to:

§ develop students’ curiosity about, and interest in, science and the natural world
§ increase students’ knowledge and understanding of the nature and practice of science, and the
Working scientifically processes
§ encourage students to generate and analyse data, evaluate results, and make ethical,
evidence-based decisions, as informed, reflective and scientifically literate citizens.

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Table of outcomes
The table below displays the Science 7–10 focus areas and their associated outcomes. The relationship between Stage 4 and 5 and Life Skills
outcomes is shown in the Related Life Skills column. Life Skills focus areas and their associated outcomes are listed in full in the Life Skills section of
the syllabus.

Secondary (7–10)
Focus area Stage 4 Stage 5

Working scientifically SC4-WS-01 Working scientifically Observing SC5-WS-01 Working scientifically Observing
uses scientific tools and instruments for observations selects and uses scientific tools and instruments for
accurate observations
SC4-WS-02 Working scientifically Questioning and SC5-WS-02 Working scientifically Questioning and
predicting predicting
identifies questions and makes predictions to guide develops questions and hypotheses for scientific
scientific investigations investigation
SC5-WS-03 Working scientifically Planning
SC4-WS-03 Working scientifically Planning investigations
investigations designs safe, ethical, valid and reliable investigations
plans safe and valid investigations
SC5-WS-04 Working scientifically Conducting
investigations
SC4-WS-04 Working scientifically Conducting follows a planned procedure to undertake safe, ethical, valid
investigations and reliable investigations
follows a planned procedure to undertake safe and valid
investigations SC5-WS-05 Working scientifically Processing data and
information
selects and uses a range of tools to process and represent
SC4-WS-05 Working scientifically Processing data and data
information
uses a variety of ways to process and represent data SC5-WS-06 Working scientifically Analysing data and
information
analyses data from investigations to identify trends, patterns
SC4-WS-06 Working scientifically Analysing data and and relationships, and draws conclusions
information

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 Focus area Stage 4 Stage 5

uses data to identify trends, patterns and relationships, and SC5-WS-07 Working scientifically Problem-solving
draw conclusions selects suitable problem-solving strategies and evaluates
proposed solutions to identified problems
SC4-WS-07 Working scientifically Problem-solving SC5-WS-08 Working scientifically Communicating
identifies problem-solving strategies and proposes communicates scientific arguments with evidence, using
solutions scientific language and terminology in a range of
communication forms
SC4-WS-08 Working scientifically Communicating
communicates scientific concepts and ideas using a range
of communication forms

Observing the SC4-OTU-01 No Stage 5 outcomes

Universe explains how observations are used by scientists to
increase knowledge and understanding of the Universe
SC4-WS-01 Working scientifically Observing
uses scientific tools and instruments for observations
SC4-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe and valid
investigations

Forces SC4-FOR-01 No Stage 5 outcomes

describes the effects of forces in everyday contexts
SC4-WS-02 Working scientifically Questioning and
predicting
identifies questions and makes predictions to guide
scientific investigations
SC4-WS-05 Working scientifically Processing data and
information
uses a variety of ways to process and represent data
SC4-WS-06 Working scientifically Analysing data and

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 Focus area Stage 4 Stage 5

information
uses data to identify trends, patterns and relationships, and
draw conclusions
SC4-WS-07 Working scientifically Problem-solving
identifies problem-solving strategies and proposes
solutions

Cells and SC4-CLS-01 No Stage 5 outcomes

classification describes the unique features of cells in living things and
how structural features can be used to classify organisms
SC4-WS-01 Working scientifically Observing
uses scientific tools and instruments for observations
SC4-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe and valid
investigations
SC4-WS-08 Working scientifically Communicating
communicates scientific concepts and ideas using a range
of communication forms

Solutions and SC4-SOL-01 No Stage 5 outcomes

mixtures explains how the properties of substances enable
separation in a range of techniques
SC4-WS-03 Working scientifically Planning
investigations
plans safe and valid investigations
SC4-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe and valid
investigations
SC4-WS-07 Working scientifically Problem-solving

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 Focus area Stage 4 Stage 5

identifies problem-solving strategies and proposes

solutions

Living systems SC4-LIV-01 No Stage 5 outcomes

describes the role, structure and function of a range of
living systems and their components
SC4-WS-02 Working scientifically Questioning and
predicting
identifies questions and makes predictions to guide
scientific investigations
SC4-WS-05 Working scientifically Processing data and
information
uses a variety of ways to process and represent data
SC4-WS-08 Working scientifically Communicating
communicates scientific concepts and ideas using a range
of communication forms

Periodic table and SC4-PRT-01 No Stage 5 outcomes

atomic structure explains how uses of elements and compounds are
influenced by scientific understanding and discoveries
relating to their properties
SC4-WS-05 Working scientifically Processing data and
information
uses a variety of ways to process and represent data
SC4-WS-06 Working scientifically Analysing data and
information
uses data to identify trends, patterns and relationships, and
draw conclusions

Change SC4-CHG-01 No Stage 5 outcomes

explains how energy causes geological and chemical
change

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 Focus area Stage 4 Stage 5

SC4-WS-01 Working scientifically Observing

uses scientific tools and instruments for observations
SC4-WS-03 Working scientifically Planning
investigations
plans safe and valid investigations
SC4-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe and valid
investigations

Data science SC4-DA1-01 SC5-DA2-01

Includes: explains how data is used by scientists to model and assesses the use of scientific knowledge and data in
predict scientific phenomena evidence-based decisions and when verifying the legitimacy
Stage 4: Data science of claims
1 SC4-WS-06 Working scientifically Analysing data and
information SC5-WS-06 Working scientifically Analysing data and
uses data to identify trends, patterns and relationships, and information
draw conclusions analyses data from investigations to identify trends, patterns
and relationships, and draws conclusions
SC4-WS-07 Working scientifically Problem-solving
identifies problem-solving strategies and proposes SC5-WS-07 Working scientifically Problem-solving
solutions selects suitable problem-solving strategies and evaluates
proposed solutions to identified problems
SC5-WS-08 Working scientifically Communicating
communicates scientific arguments with evidence, using
scientific language and terminology in a range of
communication forms

Energy No Stage 4 outcomes SC5-EGY-01

evaluates current and alternative energy use based on
ethical and sustainability considerations
SC5-WS-01 Working scientifically Observing
selects and uses scientific tools and instruments for
accurate observations
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 Focus area Stage 4 Stage 5

SC5-WS-04 Working scientifically Conducting

investigations
follows a planned procedure to undertake safe, ethical, valid
and reliable investigations
SC5-WS-07 Working scientifically Problem-solving
selects suitable problem-solving strategies and evaluates
proposed solutions to identified problems

Disease No Stage 4 outcomes SC5-DIS-01

explains how an understanding of the causes of disease
can be used to prevent and manage the spread of disease
SC5-WS-06 Working scientifically Analysing data and
information
analyses data from investigations to identify trends, patterns
and relationships, and draws conclusions
SC5-WS-08 Working scientifically Communicating
communicates scientific arguments with evidence, using
scientific language and terminology in a range of
communication forms

Materials No Stage 4 outcomes SC5-MAT-01

assesses the uses of materials based on their physical and
chemical properties
SC5-WS-03 Working scientifically Planning
investigations
designs safe, ethical, valid and reliable investigations
SC5-WS-07 Working scientifically Problem-solving
selects suitable problem-solving strategies and evaluates
proposed solutions to identified problems
SC5-WS-08 Working scientifically Communicating
communicates scientific arguments with evidence, using

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 Focus area Stage 4 Stage 5

scientific language and terminology in a range of

communication forms

Environmental No Stage 4 outcomes SC5-ENV-01

sustainability analyses the impact of human activity on the natural world
SC5-WS-06 Working scientifically Analysing data and
information
analyses data from investigations to identify trends, patterns
and relationships, and draws conclusions
SC5-WS-07 Working scientifically Problem-solving
selects suitable problem-solving strategies and evaluates
proposed solutions to identified problems

Genetics and No Stage 4 outcomes SC5-GEV-01

evolutionary change describes the relationship between the diversity of living
things and the theory of evolution
SC5-GEV-02
explains how DNA is responsible for the transmission of
heritable characteristics and can be manipulated through
genetic technologies
SC5-WS-05 Working scientifically Processing data and
information
selects and uses a range of tools to process and represent
data
SC5-WS-08 Working scientifically Communicating
communicates scientific arguments with evidence, using
scientific language and terminology in a range of
communication forms

Reactions No Stage 4 outcomes SC5-RXN-01

describes a range of reaction types
SC5-RXN-02

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 Focus area Stage 4 Stage 5

explains the factors that affect the rate of chemical reactions

SC5-WS-01 Working scientifically Observing
selects and uses scientific tools and instruments for
accurate observations
SC5-WS-02 Working scientifically Questioning and
predicting
develops questions and hypotheses for scientific
investigation
SC5-WS-03 Working scientifically Planning
investigations
designs safe, ethical, valid and reliable investigations
SC5-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe, ethical, valid
and reliable investigations

Waves and motion No Stage 4 outcomes SC5-WAM-01

describes the features and applications of different forms of
waves
SC5-WAM-02
explains the motion of objects using Newton’s laws of
motion
SC5-WS-04 Working scientifically Conducting
investigations
follows a planned procedure to undertake safe, ethical, valid
and reliable investigations
SC5-WS-05 Working scientifically Processing data and
information
selects and uses a range of tools to process and represent
data

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Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of
assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life
Skills outcomes and content can be found on the NESA website.

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Outcomes and content for Stage 4
Working scientifically
Outcomes
A student:

§ uses scientific tools and instruments for observations SC4-WS-01

§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-WS-01, SCLS-WS-02, SCLS-WS-03, SCLS-WS-04, SCLS-
WS-05, SCLS-WS-06, SCLS-WS-07, SCLS-WS-08

Content

Observing
§ Make observations using the senses to compare properties of objects, living things and events
§ Demonstrate competency when using scientific equipment to make observations
§ Make relevant observations and measure quantities, including length, mass, temperature and
volume
§ Make a series of observations and measurements that are appropriate to answer a question
that has been posed

Questioning and predicting

§ Identify questions and problems that can be investigated scientifically
§ Make predictions based on scientific knowledge and observations

Planning investigations
§ Identify the purpose of an investigation
§ Identify the independent, dependent and controlled variable(s)
§ Identify the type of data that needs to be collected in a range of investigations
§ Outline the method and equipment needed to undertake an investigation
§ Outline steps to manage safety risks before, during and after an investigation

Conducting investigations
§ Employ safe work practices and manage risks using work health and safety (WHS) practices
§ Assemble and use appropriate equipment and resources to perform an investigation
§ Follow the planned procedure, including the measurement and control of variables
§ Record observations and measurements accurately, using correct units for physical quantities
§ Use a wide range of reliable secondary sources and acknowledge their sources

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Processing data and information
§ Extract information from texts, diagrams, flow charts, tables, databases, graphs and
multimedia resources
§ Use a range of representations to organise data, including graphs, keys, models, diagrams,
tables and spreadsheets
§ Include sources, titles, labels and scales when displaying data in a graph
§ Select the type of graph best suited to represent various single datasets and justify this choice
§ Calculate the mean and range of a dataset
§ Convert between units of measurement

Analysing data and information

§ Assess the reliability of gathered data and information by comparing it to observations and
information from other sources, including published scientific writing
§ Identify patterns and relationships in graphs, keys, models, diagrams, tables and spreadsheets
§ Identify data which supports or refutes a testable statement being investigated or a proposed
solution to a problem
§ Use scientific understanding to identify relationships and draw conclusions based on students’
data and secondary sources
§ Propose inferences based on presented information and observations
§ Evaluate the method used to investigate a question or solve a problem, including evaluating
the quality of the data collected and identifying possible improvements to the investigation

Problem-solving
§ Identify problems and devise possible strategies or solutions
§ Use identified strategies to suggest possible solutions to a familiar problem
§ Use given evaluation criteria to select optimal solutions to problems
§ Identify cause-and-effect relationships and develop models to explain phenomena
§ Evaluate the suitability of different strategies for solving an identified problem using given
criteria

Communicating
§ Present findings and ideas in a range of communication forms, including using relevant
scientific terms, diagrams and graphical representations, as appropriate to audience and
purpose
§ Create written texts to communicate scientific concepts, ideas or investigations using
conventional scientific text structures

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Observing the Universe
Outcomes
A student:

§ explains how observations are used by scientists to increase knowledge and understanding of
the Universe SC4-OTU-01
§ uses scientific tools and instruments for observations SC4-WS-01
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
Related Life Skills outcomes: SCLS-OTU-01, SCLS-WS-01, SCLS-WS-04

Content
Working scientifically

In this focus area, students develop skills in making observations, using scientific tools to observe,
and using a sequence of instructions to safely undertake a range of investigations. Additional
Working scientifically outcomes and skills may be integrated with this content.

Related: Observing, Conducting investigations

Nature of science
§ Discuss that the purpose of science is to build knowledge and understanding of the world and
the Universe through observation, experimentation and analysis
§ Recognise how scientific knowledge can be represented in branches of biology, chemistry,
physics and geology, and consider how modern scientific knowledge is interdisciplinary and
transdisciplinary
§ Explore why scientific research is usually collaborative and builds on the work of others
§ Identify that scientific theories and laws are based on repeated experiments and observations
that describe or predict a range of natural phenomena

Practice of science
§ Identify that the practice of science involves using the Working scientifically processes
§ Use a variety of analog and digital measuring devices in scientific investigations to compare
the range, sensitivity and accuracy of observations provided by those instruments

Example(s):

Using the senses, a thermometer, digital scales, a stopwatch.

§ Compare and contrast the accuracy and reliability of observations made using the senses with
those obtained using measuring equipment

Example(s):

Observations of a leaf or insect, made with the eye, compared to a microscope or a

scanning electron microscope (SEM).

§ Explain how observations of natural phenomena can be used to make inferences and testable
predictions

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§ Explore the different approaches scientists use in scientific research, including systematic
observations and controlled experiments
§ Follow a sequence of instructions to safely conduct an investigation, and use scientific tools
and instruments to observe how changing the independent variable of the investigation can
cause a change in its dependent variable
§ Conduct an investigation using scientific tools and instruments to make a series of
observations over time

Example(s):

The relationship between air temperature and relative humidity; temperature changes
during the day in shaded and unshaded areas.

§ Tabulate and graph data from an investigation to identify trends, patterns and relationships,
and draw conclusions

Space science
§ Compare historical and current solar system models to show how models are modified or
rejected due to new scientific evidence
§ Explain that predictable and observable phenomena on the Earth are caused by the relative
positions of the Sun, the Earth and the Moon
§ Use physical models or virtual simulations to explain the cyclic patterns of lunar phases and
eclipses of the Sun and Moon

Aboriginal and Torres Strait Islander Peoples’ Cultural Knowledges of astronomy

§ Investigate the similarities between Aboriginal and Torres Strait Islander accounts and
mainstream scientific explanations about the phases of the Moon and how the phases affect
tides
§ Explain how Aboriginal and Torres Strait Islander Peoples use stars to identify specific weather
phenomena

Example(s):

Using the stars enables Aboriginal and Torres Strait Islander Peoples to predict weather
patterns by observing the colour, brightness and twinkling of stars. The Wiradjuri People
used the sky to predict rainfall along the Murrumbidgee River and the Meriam People use
the twinkling of stars to indicate the change from hot season to wet season.

§ Describe how Aboriginal and/or Torres Strait Islander Peoples predicted seasonal phenomena
based on their observations of the stars and phases of the Moon to predict animal behaviour,
plant cycles and tidal changes

Example(s):

The Pitjantjatjara People use the star cluster when predicting when winter frost will begin;
Torres Strait Islander Peoples see the yam star (Kek) as an indication of when to harvest
yams.

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Observing the Universe in context
§ Investigate how a recent advancement in science has increased knowledge of the world and
the Universe

Example(s):

Advancements in the field of astronomy made by Australian scientists.

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Forces
Outcomes
A student:

§ describes the effects of forces in everyday contexts SC4-FOR-01

§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-FOR-01, SCLS-WS-02, SCLS-WS-05, SCLS-WS-06,
SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in identifying and developing questions for investigation,
as well as processing and representing data, and identifying trends, patterns and relationships in
data. Additional Working scientifically outcomes and skills may be integrated with this content.

Related: Questioning and predicting, Processing data and information, Analysing data and
information, Problem-solving

Forces in action
§ Explain forces as either direct (contact) or indirect (non-contact)

Example(s):

Direct, such as physical touch, friction.

Indirect, such as from magnetic, electrical or gravitational fields.

§ Conduct a practical investigation on the effects of a range of direct and indirect forces
§ Use force diagrams to model balanced and unbalanced forces

Example(s):

Free-body diagrams showing all the forces acting on an object, including the force's
direction and magnitude.

§ Analyse force diagrams to make predictions

§ Examine the relationship between force and energy
§ Describe the electrostatic and gravitational forces exerted between objects
§ Use the concept of forces to describe the motion of objects in orbit

Example(s):

Planets in orbit around the Sun, planets in orbit around the centre of gravity, satellites in
orbit around the Earth.

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§ Define weight force as the mass × the acceleration due to gravity ( g) ( F=m g )
§ Perform calculations using the equation F=m g to solve for unknowns

Magnets in everyday life

§ Describe how magnets attract or repel each other based on their polarity
§ Conduct a practical investigation to test the effect of distance on the action of a magnet
§ Observe and map the magnetic fields of magnets
§ Conduct a practical investigation to construct electromagnets and compare their strength

Simple machines in everyday life

§ Explore the role of simple machines, from now and in the past, as used in everyday life

Example(s):

A bike wheel (wheel and axle), crane (pulley), skateboard ramp (inclined plane), drill
(screw), knife (wedge), using a spoon to open a can of paint (lever), woomeras used by
Aboriginal Peoples, bow and arrows used by Torres Strait Islander Peoples.

§ Conduct a series of practical investigations using simple machines to investigate the action of
forces
§ Investigate how simple machines, such as levers and pulleys, are used to change the
magnitude of force needed when performing a task
§ Identify examples of Aboriginal and Torres Strait Islander Peoples’ application of Knowledge
about forces

Example(s):

Aboriginal Peoples use forces as part of everyday life, such as grinding stones to make
and/or sharpen tools or to crush plant material.

§ Investigate how simple machines can solve everyday issues

Forces in context
§ Investigate examples of forces and magnetism in familiar contexts

Example(s):

Electromagnets in maglev trains; bicycles; children’s toys.

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Cells and classification
Outcomes
A student:

§ describes the unique features of cells in living things and how structural features can be used
to classify organisms SC4-CLS-01
§ uses scientific tools and instruments for observations SC4-WS-01
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-FNS-01, SCLS-FNS-02, SCLS-WS-01, SCLS-WS-04,
SCLS-WS-08

Content
Working scientifically

In this focus area, students develop skills in using scientific tools and instruments for observations,
as well as conducting investigations and communicating scientific ideas and concepts. Additional
Working scientifically outcomes and skills may be integrated with this content.

Related: Observing, Conducting investigations, Communicating

Classification of living things

§ Describe the characteristics of living things
§ Discuss the role and importance of classification in ordering and organising the diversity of life
on Earth

Example(s):

Classifications including Animalia, Plantae, Fungi, Protista and Monera.

§ Classify species using scientific conventions from the binomial system of classification,
including kingdom, phylum, class, order, family, genus and species

Example(s):

Human (Homo sapiens), bottlenose dolphin (Tursiops truncatus), snapping turtle

(Chelydra serpentina), tapeworm (Taenia solium), golden wattle (Acacia pycnantha).

§ Conduct an investigation to observe and identify the similarities and differences of structural
features within and between groups of organisms
§ Investigate how organisms in an Australian habitat are adapted to their environment and
document findings in a written scientific report
§ Interpret dichotomous keys to identify organisms surveyed in an Australian habitat

Multiple Syllabuses Page 140 of 159

§ Explain how plants and animals are classified in Aboriginal and Torres Strait Islander Cultures
based on their uses, forms and functions

Example(s):

Classification is based on Cultural significance and Kinship, and different Nations use
specific methods of classification. The classification of wood-bearing plants may have the
same names as the function of the finished object, such as spear trees, shield trees,
canoe trees and resin trees.

Cells
§ Outline cell theory
§ Identify which cell structures and organelles are common in plant and animal cells
§ Describe the functions of the cell membrane, cytoplasm, nucleus containing DNA,
mitochondria and chloroplasts
§ Compare the structure of plant and animal cells to identify similarities and differences
§ Conduct an investigation to observe and record the similarities and differences between
different cells, including fungi, bacteria, plant and animal cells, using microscopes and/or
images obtained from microscopes
§ Identify cellular respiration via mitochondria, and photosynthesis via chloroplasts, as examples
of important processes that take place in specialised organelles
§ Draw single-celled organisms observed under a microscope

Example(s):

Diagrams could be drawn from first-hand observations under a microscope or by using

images gathered from online sources or simulations.

§ Describe the role of specialised cells in multicellular organisms and explain why they are
needed
§ Represent the arrangement of specialised cells in tissues and in organs
§ Examine the relationship between structure and function for a range of specialised cells

Example(s):

The shape and arrangement of cells in the small intestine allows for maximum surface
area for absorption; red blood cells lack a nucleus which maximises their oxygen carrying
capacity.

§ Conduct a practical investigation to observe and compare prepared slides of specialised cells

Example(s):

Muscle cells, such as skeletal muscle cells are long, cylindrical and striated; leaf cells,
such as the Elodea leaf cell have a box-like shape with a cell wall and chloroplasts.

Cells and classification in context

§ Research an organism to explain its classification and describe how it embodies all the
characteristics shared by living things
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Solutions and mixtures
Outcomes
A student:

§ explains how the properties of substances enable separation in a range of techniques SC4-
SOL-01
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-SOL-01, SCLS-WS-03, SCLS-WS-04, SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in planning and conducting investigations, as well as
identifying problem-solving strategies and proposing solutions to problems. Additional Working
scientifically outcomes and skills may be integrated with this content.

Related: Planning investigations, Conducting investigations, Problem-solving

Properties of matter
§ Identify the 3 main states of matter and how they are represented in the movement of water on
earth

Example(s):

Ice (solid), water (liquid), vapour (gas).

§ Conduct an investigation to measure and graph the temperature of water to identify the
changes of state as heated over time

Example(s):

Heating ice until boiling and recording the temperature each minute (or using a data
logger to track live) to graph the data and identify each change of state.

§ Represent changes in the state of matter in terms of particle arrangement and movement

Example(s):

Melting, freezing, boiling, evaporation, condensation, deposition, sublimation.

§ Compare the properties of matter in different states, including the relative strength of attractive
forces between solid, liquid and gas particles, to explain differences in the behaviours of the 3
states of matter

Properties of water
§ Investigate the other physical properties of water, such as density, buoyancy and surface
tension
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§ Conduct a practical investigation and select appropriate equipment to measure the density of
water and other substances, and record the results in a table to compare the calculated
density with SI data

Example(s):

Density data for some common substances (refer to the Properties of some common
elements table in the Science 7–10 Data Book).

§ Determine the volume and mass of regular-shaped and irregular-shaped objects to calculate
m
their density using the formula ρ=
V

Example(s):

Density is equal to mass divided by volume: ρ=m/V

Solutions
§ Investigate what substances dissolve in water and discuss findings using key terms, including
soluble, insoluble, solubility, solute, solvent and solution
§ Conduct and document a practical investigation to measure solubility of different solutes in
water, and present data using tables and relevant graphs

Example(s):

Documenting a practical report could include the aim, apparatus, method, results and
conclusion.

§ Qualitatively investigate the effect of temperature on solubility

Example(s):

Hot water can dissolve more sugar than cold water.

§ Describe how solutions can be modelled using particle theory

§ Compare the properties of dilute, concentrated, saturated and supersaturated solutions

Example(s):

Prepare a range of dilutions from a coloured concentrated solution, such as food

colouring or cordial, and compare the differences in colour intensity.

Calculate the concentration of dilutions using grams per litre (g/L), percentage volume per
volume (% v/v).

Separating mixtures
§ Distinguish between atoms, mixtures and compounds and explain their properties using
particle theory
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§ Classify matter as pure substances, including elements and compounds, and impure
substances, including mixtures based on their particle composition

Example(s):

Mixtures, including homogeneous and heterogeneous mixtures.

§ Explain how the physical properties of substances are used to separate mixtures

Example(s):

Physical properties, including particle size, density, volatility.

Separation techniques, including filtration, evaporation, crystallisation, chromatography,

decantation.

§ Conduct a series of practical investigations to explore common techniques to separate

mixtures

Example(s):

Common techniques, including filtration, evaporation, crystallisation, distillation,

centrifugation.

§ Investigate techniques used by Aboriginal and/or Torres Strait Islander Peoples to separate
mixtures

Example(s):

Common techniques, including using wet and dry methods to extract components of
mixtures, such as winnowing, yandying, hand-picking, sieving, filtering steam distillation,
cold pressing.

§ Investigate an industrial separation technique

Example(s):

Recycling and water purification techniques.

Solutions and mixtures in context

§ Model how a body of water can become polluted, and plan and conduct a practical
investigation that attempts to remove the pollutants

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Living systems
Outcomes
A student:

§ describes the role, structure and function of a range of living systems and their components
SC4-LIV-01
§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ uses a variety of ways to process and represent data SC4-WS-05
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-FNS-01, SCLS-FNS-02, SCLS-WS-02, SCLS-WS-05,
SCLS-WS-08

Content
Working scientifically

In this focus area, students develop skills in questioning and predicting, processing data and
information, and communicating scientific ideas and concepts. Additional Working scientifically
outcomes and skills may be integrated with this content.

Related: Questioning and predicting, Processing data and information, Communicating

Body systems
§ Explain the interrelationship among cells, tissues and organs
§ Identify the role of the digestive, circulatory, respiratory and excretory systems of humans, and
name the major organs
§ Draw or annotate representations of models of organ systems to describe their processes and
functions
§ Describe how the structures of organ systems, and the specialised cells within these systems,
enable them to carry out their functions

Example(s):

The villi in the small intestine have specialised cells that help absorb nutrients during
digestion.

§ Explain how a disorder or disease affecting the components of a body system, or the removal
of any component in the body system, impacts on the overall functioning of the system and the
organism as a whole

Example(s):

The removal or loss of function of part of a body system, such as the spleen or gall
bladder.

Multiple Syllabuses Page 145 of 159

§ Describe how the components of each body system interact to allow the efficient functioning of
an organism

Example(s):

The epiglottis protects the airways during swallowing.

Plant systems
§ Determine the role, structure and function of the components of a plant, including the xylem
and phloem, in maintaining plants as multicellular organisms

Example(s):

Plant dissection to observe the roots, flowers, stems and leaves of plants; placing a plant
stem in water with food colouring will allow for transpiration and the observation of xylem
(the vascular tissue) which is responsible for the conduction of water.

§ Use scientific tools and instruments to observe the specialised cells and tissues involved in the
structure and function of plants

Example(s):

Microscopes, plant models, diagrams, images and/or simulations to examine the

specialised structures of plants.

Ecosystems
§ Identify the components that make up an ecosystem

Example(s):

The biotic and abiotic components of an ecosystem.

§ Investigate the interactions of biotic and abiotic factors in an ecosystem

Example(s):

Non-living (abiotic) factors, such as sunlight, influence living (biotic) organisms, such as
plants, animals, microorganisms.

§ Identify how matter and energy are cycled through an ecosystem

§ Create a food web and ecological energy pyramid based on local area observations to
describe how matter and energy move through an ecosystem

Multiple Syllabuses Page 146 of 159

§ Create written texts to explain how energy pyramids show the amount of energy or matter at
each trophic level

Example(s):

A written text could include a factual description or a descriptive report.

§ Examine secondary-source data on the factors that change populations, including the
introduction of a new species to an ecosystem, to identify trends, patterns and relationships,
and draw conclusions

Example(s):

Causes of change include seasonal change or destruction of habitat.

Population changes might include: the mass extinction of species, such as in the case of
the dodo (Raphus cucullatus); functional and human-led extinction, such as in the case of
the Tasmanian tiger (Thylacinus cynocephalus); small-scale extinction of a specific
species, such as in the case of the Bramble Cay melomys (Melomys rubicola).

Living systems in context

§ Investigate factors that lead to a species becoming endangered or extinct to explain why
Australia has some of the world’s highest rates of species population decline and extinction

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Periodic table and atomic structure
Outcomes
A student:

§ explains how uses of elements and compounds are influenced by scientific understanding and
discoveries relating to their properties SC4-PRT-01
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
Related Life Skills outcomes: SCLS-SOL-01, SCLS-WS-05, SCLS-WS-06

Content
Working scientifically

In this focus area, students develop skills in processing and analysing data and information.
Additional Working scientifically outcomes and skills may be integrated with this content.

Related: Processing data and information, Analysing data and information

Classification of matter
§ Identify some common elements in everyday objects

Example(s):

Aluminium in soft drink cans, carbon in ‘lead’ pencils, copper in electrical wires, gold in
jewellery, silicon in computer chips, tungsten in incandescent light bulbs.

§ Conduct a series of investigations to identify and compare the physical properties of metals,
non-metals and metalloids

Example(s):

Properties, including heat and electrical conductivity, lustre, physical state, luminescence,
melting point, boiling point, malleability, ductility.

§ Explain how the properties of some common elements, compounds and alloys relate to their
use(s)

Example(s):

Aluminium is a lightweight non-corroding metal that is soft and malleable and used in
cans, utensils, and airplane and automotive parts.

Atomic structure
§ Identify the atom as the smallest unit of an element that retains the properties of that element
§ Identify protons, neutrons and electrons as subatomic particles
§ Describe the location, relative charge and mass of protons, neutrons and electrons using the
planetary atomic model
§ Outline how models of atomic structure have changed over time
Multiple Syllabuses Page 148 of 159
§ Explain how observations made possible by new technologies have led to a more detailed
understanding of atomic structure

Periodic table
§ Outline patterns and relationships found in the periodic table, including reactivity

Example(s):

Rows are named periods, columns are named groups, and each group has similar
properties.

§ Predict the properties of elements based on their position and location on the periodic table

Example(s):

The prediction that molybdenum (Mo) is shiny and silvery, as it is located in the metals
section of the periodic table.

§ Identify the unique symbol of a range of elements

Example(s):

C is carbon, Mg is magnesium. Some symbols use the Latin name of the element to
determine the symbol, such as Fe (ferrum) for iron, Na (natrium) for sodium, W (wolfram)
for tungsten.

§ Use the periodic table to identify the elements in some common compounds

Example(s):

Water (H2O) is made from hydrogen and oxygen; methane (CH4) is made from hydrogen
and carbon; carbon dioxide (CO2) is made from carbon and oxygen.

§ Investigate some tests that could be used to identify metal and non-metal elements

Example(s):

Flame tests could be used to identify some metals.

The ‘pop’ test could be used to identify hydrogen.

§ Model the atomic structure of the first 18 elements to identify that atomic structure changes
with increasing atomic number

Example(s):

2D or 3D models of atoms.

Multiple Syllabuses Page 149 of 159

§ Describe how the historical development of the periodic table demonstrated understanding of
the chemical and physical properties of elements

Example(s):

A written text could be a factual recount or a sequential explanation.

Periodic table and atomic structure in context

§ Investigate how the properties and availability of materials, including metals, alloys and
compounds, influence their uses

Multiple Syllabuses Page 150 of 159

Change
Outcomes
A student:

§ explains how energy causes geological and chemical change SC4-CHG-01

§ uses scientific tools and instruments for observations SC4-WS-01
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
Related Life Skills outcomes: SCLS-CHG-01, SCLS-EGU-01, SCLS-WS-01, SCLS-WS-03,
SCLS-WS-04

Content
Working scientifically

In this focus area, students develop skills in observation, as well as planning and conducting
investigations. Additional Working scientifically outcomes and skills may be integrated with this
content.

Related: Observing, Planning investigations, Conducting investigations

Energy transfers
§ Identify conduction, convection and radiation as different ways that energy can be transferred,
and distinguish between these forms
§ Describe, using the terms ‘potential energy’ (PE) or ‘kinetic energy’ (KE), how systems can
store different forms of energy, including thermal, elastic, chemical and gravitational energy
§ Identify examples of how energy can change from one form into another
§ Use practical investigations and representations to illustrate energy transformations in a
system

Example(s):

Flow diagrams, simulations, models.

§ Define open and closed systems to describe how energy is transferred into and out of
systems, and how it cycles within a system
§ Apply the law of conservation of energy to familiar examples
§ Use representations to illustrate energy transformations, including how radiant energy from the
Sun can be transformed into a different form of energy

Example(s):

Radiant energy from the Sun → absorption by a solar oven → conversion to thermal
energy → energy used to cook food.

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Chemical change
§ Undertake experiments to identify the indicators of physical and chemical changes

Example(s):

Seeing a flame or light, a colour change, or a substance appearing or disappearing;

hearing new bubbles forming; measuring a change in temperature.

Data loggers and thermometers allow for observations to be made with tools.

§ Describe the initial and final changes that are observed in a chemical reaction, including writing
a word equation to represent a chemical reaction

Example(s):

Burning silvery magnesium metal produces a brilliant white light and a white powder;
magnesium + oxygen → magnesium oxide.

§ Investigate and observe energy changes in different chemical reactions

§ Conduct a practical investigation to model cellular processes, including respiration and
photosynthesis, and document findings in a written report

Geological change
§ Describe the processes associated with the movement of tectonic plates

Example(s):

Tectonic plates move due to heat convection in the Earth’s mantle.

Ridge push, caused by gravitational force at the spreading ridges; slab pull, caused by
gravitational force in subduction zones.

§ Identify the evidence used to develop the theory of plate tectonics

Example(s):

Similarities between Africa and South America, including their similar biogeography; how
organisms evolved differently around the world; earthquakes, mountain building and
volcanic activity at the boundaries of moving plates.

The geologist and oceanographic cartographer, Marie Tharp, created topographic maps
of the Atlantic Ocean floor.

§ Identify that earthquakes and volcanoes are natural phenomena that provide evidence of
geological changes in the Earth’s crust and surface

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§ Describe how Aboriginal and/or Aboriginal and Torres Strait Islander Cultural accounts provide
evidence of earthquakes and volcanoes on-Country or under the sea

Example(s):

The Awabakal and Worimi Peoples’ Dreaming story, ‘The Kangaroo that lives inside
Nobbys’; the Bundjalung Peoples’ Dreaming stories about Wollumbin, such as stories of
‘the Warrior Chief' and ‘the Turkey’.

§ Conduct investigations or simulations to compare the observable properties of different types

of minerals and rocks

Example(s):

Crystal sizes of sedimentary, igneous and metamorphic rocks.

Different types of rocks and minerals have different densities.

Most rocks are mixtures.

§ Use the rock cycle to explain the geological processes that lead to the formation and
transformation of different types of rocks

Example(s):

The rock cycle involves a continuous series of geological processes, including the
formation of igneous, sedimentary and metamorphic rocks, as rocks undergo changes in
temperature, pressure, erosion, weathering and deposition.

§ Model the formation of fossils and explain how fossils show evidence that different organisms
existed at different times in the past

Example(s):

Different fossil formations, including body, cast, trace, opalised and amber fossils.

Fossil evidence can be used to draw conclusions about how and when a rock was
formed.

§ Recognise that the law of superposition allows scientists to determine the relative age of rock
strata
§ Describe the elemental composition of the Earth and one or more other planets

Change in context
§ Observe or design a chain reaction machine to represent energy stores and explain the
transfers in the system

Multiple Syllabuses Page 153 of 159

Data science 1
Outcomes
A student:

§ explains how data is used by scientists to model and predict scientific phenomena SC4-DA1-
01
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-DAS-01, SCLS-WS-06, SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in analysing data and information, as well as identifying
problem-solving strategies and proposing solutions to problems. Additional Working scientifically
outcomes and skills may be integrated with this content.

Related: Analysing data and information, Problem-solving

Data science context

The Data science focus area can be taught alongside other focus areas, or aligned to students’
interests, local context or school environment.

Data
§ Examine a range of sources of data and their applications

Example(s):

Data sources, including big data, experimental data, websites, digital technology.

§ Examine the digital footprint created by different online activities to recognise the importance of
engaging safely with digital systems

Example(s):

Posting on social media, subscribing to a newsletter, leaving an online review, shopping

online.

§ Recognise that data science is an interdisciplinary field that uses statistics, scientific methods
and processes, algorithms and systems to develop knowledge by extracting or extrapolating
insights from data

Multiple Syllabuses Page 154 of 159

Scientific models
§ Compare and contrast scientific inquiries of natural phenomena with nonscientific approaches

Example(s):

Evidence-based medicine compared to the non-scientific approach of iridology;

neuroscience compared to phrenology (a pseudoscience).

§ Identify that a scientific model is a representation based on data and observations of real-world
phenomena

Example(s):

Models of the Solar System; a particle model of matter; the atomic structure model.

§ Identify examples of the types of models used by scientists

Example(s):

Diagrams, physical 3D models, computer simulations, mathematical formulas.

§ Analyse a model to identify data and trends, and generate predictions

Example(s):

Examine a weather model to find patterns in temperature data and make forecasts about
upcoming weather conditions.

§ Identify that computer-based models enable phenomena to be simulated, and variables can be
easily changed to investigate their effect

Example(s):

Geological models of the changes to the Earth’s surface; weather forecasting models.

Applications of models
§ Identify data and observations used by scientists for the development of a model

Example(s):

The Big Bang model.

§ Outline how scientists develop workable theories from models

Example(s):

How astronomers developed workable theories about how the Universe came to be.

Multiple Syllabuses Page 155 of 159

Collecting, using and analysing datasets
§ Formulate and investigate scientific questions that can be addressed with data

Example(s):

Investigations to collect datasets, such as class data, survey data, fieldwork datasets,
first-hand collection of experimental data.

§ Conduct repeated experimental trials to calculate and compare the mean and range of data
collected by different groups to discuss the accuracy and reliability of experimental data

Example(s):

Compare data collected in small groups to class sets of data.

§ Analyse data collected from a range of student investigations to look for patterns and test
whether data is consistent with an initial prediction

Data science 1 in context

§ Create a model that can be used to explain an observable phenomenon

Example(s):

A scientific model can be a visual, mathematical or computer model.

Multiple Syllabuses Page 156 of 159

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates extensive knowledge and understanding of scientific models, theories and laws
§ applies extensive knowledge and understanding of the nature, use and practice of science in a
range of contexts
§ identifies and develops valid scientific hypotheses and questions to make evidence-based
predictions
§ designs appropriate, safe, ethical, valid and reliable scientific investigations and effectively
follows plans to conduct investigations
§ analyses data and synthesises information to draw evidence-based scientific conclusions
about trends, patterns and relationships
§ selects and applies a range of suitable problem-solving strategies and evaluates and
compares proposed solutions to scientific problems
§ communicates comprehensive scientific ideas and arguments using relevant scientific
evidence, language and terminology appropriate to audience and purpose.

Grade B
A student performing at this grade typically:

§ demonstrates thorough knowledge and understanding of scientific models, theories and laws
§ applies thorough knowledge and understanding of the nature, use and practice of science in a
range of contexts
§ identifies and develops scientific hypotheses and questions to make logical predictions

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§ designs appropriate, safe, ethical, valid and reliable scientific investigations and follows plans
to conduct investigations
§ analyses data to draw evidence-based scientific conclusions about trends, patterns and
relationships
§ selects and applies a range of suitable problem-solving strategies and evaluates proposed
solutions to scientific problems
§ communicates scientific ideas and arguments using relevant scientific evidence, language and
terminology appropriate to audience and purpose.

Grade C
A student performing at this grade typically:

§ demonstrates sound knowledge and understanding of scientific models, theories and laws
§ applies sound knowledge and understanding of the nature, use and practice of science in a
range of contexts
§ identifies and proposes scientific hypotheses and questions to make predictions
§ designs safe, ethical and valid scientific investigations and follows plans to conduct
investigations
§ examines and uses data to draw scientific conclusions about trends, patterns and relationships
§ selects and uses problem-solving strategies and evaluates proposed solutions to scientific
problems
§ communicates scientific ideas and arguments using scientific evidence, language and
terminology appropriate to audience and/or purpose.

Grade D
A student performing at this grade typically:

§ demonstrates basic knowledge and understanding of scientific models and/or theories and/or
laws
§ demonstrates basic knowledge and understanding of the use and practice of science
§ asks scientific questions and makes predictions
§ follows plans to conduct safe, ethical and valid scientific investigations
§ outlines data to identify trends and/or patterns and/or relationships
§ uses strategies to make observations about scientific problems
§ communicates scientific ideas using some scientific language and terminology.

Grade E
A student performing at this grade typically:

§ demonstrates elementary knowledge and/or understanding of some scientific principles or

uses of science
§ asks questions and/or identifies predictions
§ conducts elements of safe and ethical scientific investigations
§ identifies trends, patterns or relationships
§ makes observations about given scientific problems
§ communicates some scientific information.

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
Multiple Syllabuses Page 158 of 159
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

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