Stage 2 Year 3 Sample Scope and Sequence

Strands

Sub-strands

Outcomes

Working Scientifically

ST2-4WS

Working Technologically

ST2-5WT

Natural Environment

Physical World

ST2-6PW
ST2-7PW

Earth & Space

ST2-8ES
ST2-9ES

Living World

Built Environments

ST2-10LW
ST2-11LW
ST212MW
ST2-14BE

Information

ST2-15I

Products

ST2-16P

Material World

ST213MW

Material World

Made Environment

Values & Attitudes

LAC

Cross-curriculum
Priorities
General
Capabilities
Other LAC areas

Maeve Le Bon AISNSW 26th June 2014

ST2-1VA
ST2-2VA
ST2-3VA

Term 1 (10 weeks)

Move and Play

Term 2 (8 weeks)
Constant Change

Term 3 (10 weeks)

Heat and Sweets

Processes are at the centre of all teaching and learning

Term 4 (6 weeks)
Survive and Thrive

Overview

Outcomes

Stage 2 Year 3 Unit Overviews

Term 1

Term 2

Term 3

Term 4

ST2-4WS ST2-5WT ST2-7PW ST2-13MW

ST2-14BE ST2-1VA

ST2-4WS ST2-5WT ST2-8ES ST2-11LW

ST2-15I

ST2-4WS ST2-5WT ST2-6PW

ST2-12MW ST2-16P ST2-1VA

ST2-4WS ST2-5WT ST2-10LW ST2-15I

ST2-2VA

Students will use the context of their

school playground to explore force and
friction. They investigate the ways that
force can act on various objects that
children play with in the playground such
as balls, skipping ropes, small toys. They
investigate the effect that different
materials in the playground have on the
movement of these objects.
Students will observe other students using
the playground and will identify the factors
that were considered in its design. They will
apply their knowledge and the processes of
designing and producing to create a model
for the playground that they believe will
better suits the needs of its identified
users.
They will use a learning journal to
document their research, design task,
investigations, ideas and reflections.

Students will explore the changes that have

occurred on the Earths surface as a result
of both human activity and natural
processes over time. They will set up and
conduct their own investigations to record
some changes in natural conditions e.g.
rainfall or daily temperatures and will use
various information sources to check
weather forecasts; comparing this data
with their own. Students will engage with
their local Aboriginal community through
discussion with local elders about seasonal
calendars and Aboriginal peoples response
to seasonal changes.
Students will visit a local area to explore
the changes that have occurred there as a
result of human activity and/or natural
processes. They will use their scientific
knowledge, and designing an producing
skills, to create a seasonal calendar to share
with their school community. They will use
a learning journal to document their
research, design task, investigations, ideas
and reflections.

Students will create unique chocolates to

fundraise for a school, community or global
cause. Through a variety of investigations,
they will explore the ways that heat can be
produced and move from one object to
another. They will explore how the adding
or removing of heat causes a change in the
state of materials, such as chocolate, from
solid to liquid; making predictions and
testing questions. Students will use the
scientific knowledge they gain through
these investigations, and their designing
and producing skills, to develop a flow
chart for the production of their special
chocolates. They will use the design criteria
to evaluate the process, suggesting how
the design solution could have been
improved. To help inform their design
choices for the flow chart, students work in
teams to evaluate existing information
products, create their own product, and
then reflect on and evaluate the processes
used in terms of the needs of the
previously identified audience.
They will use a learning journal to
document their research, design task,
investigations, ideas and reflections.

This unit build on students prior

knowledge from Term 2 and community
concerns about the decline in the
population of the local animal or plant.
Students describe how changes in the
environment caused by humans may affect
the survival of living things. They develop
their knowledge and understanding of the
life cycles of living things and the ways that
changes in the environment can affect life
cycles. Students use this knowledge to
design and produce an information product
to raise awareness of the need to protect
local places and spaces, so that plants and
animals can survive and reproduce.
Students will use a learning journal to
document their research, design task,
investigations, ideas and reflections. They
will display and share their products with
parents, other teachers and peers at the
end of year open day.

Maeve Le Bon AISNSW 26th June 2014