Te Au Pūtaiao | Science

The teaching of science involves imparting knowledge and understanding of scientific concepts, principles, and methodologies to students. It aims to develop critical thinking, problem-solving skills, and an appreciation for the natural world through hands-on experiments and theoretical learning.

Science Class 8

Science class 8

In Class 8, the impulse of identity finds expression through a science curriculum that fosters both self-discovery and connectedness to the world. By studying ecology, anatomy, the states of matter, students deepen their understanding of the relationships between themselves and the larger environment, cultivating a sense of belonging and respect for the world around them.

Through observing natural phenomena and engaging in hands-on activities, students practice using their senses to explore the world, which helps them articulate their experiences and observations, developing a sense of their own perspective and voice. As they begin to see themselves as part of a larger narrative one of ecosystems and scientific discoveries - they are encouraged to consider their unique contributions within these contexts.

The Class 8 science curriculum also strengthens the sense of individual identity by encouraging courage, personal responsibility, and independent thought. Working with potentially hazardous lab equipment under safe guidelines builds confidence, while engaging in small research tasks on topics they can relate to fosters independence and critical thinking.

Students learn to articulate their findings and present work to their peers, further developing their self-assurance and communication skills. The content lessons reinforce students' growing sense of self by combining intellectual challenge, social skills, and personal responsibility, encouraging them to be both curious and courageous in their engagement with learning.

To foster a sense of connectedness to the world.

Main lessons in ecology
Practice lesson on the senses
States of matter
Bones/anatomy
Forces, bridge building
Fostering a sense of wonder

To polish skills for learning.

Intro to lab work, methods, scientific experimentation
Small research tasks (eg an element, a scientist - something they can relate to)
Science vocabulary

To develop social skills more consciously.

Practical work - in groups, team communication

To re-discover notions of beauty and goodness in light of one’s own responses to the world.

Artistic activity during main lesson
Fostering a sense of wonder
Observing scientific phenomenon

To support the individual’s developing sense of uniqueness.

Senses main lesson
Observing - using their senses and describing their experiences
Allowing students to speak about their own experiences and knowledge - student voice

To encourage courage.

Lab safety, using potentially dangerous equipment, being in a potentially hazardous environment
Presenting work to the whole class

To promote active searches for meaningful role-models or people who are worth emulating.

Learning about scientists and historical science
Looking at women in science
Considering ethical aspects

To stimulate personal goal setting and a sense of responsibility for oneself.

They’re responsible for making sure their work is submitted and good quality
Taking responsibility for own learning, correct equipment etc

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Food Chemistry/Chemistry

Possible Content:

Food tests
Gas tests
Chemistry
Diet
Agricultural revolution
Food groups

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To polish skills for learning.

Environment/Ecology

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To develop social skills more consciously.
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
To promote active searches for meaningful role-models or people who are worth emulating.

Possible Content:

Food webs
Ecosystems
Communities
Sustainability
Native species
NZ natural history
Field work

Physiology/Human Biology/Senses

Possible Content:

Hearing
Seeing
Smelling
Touch
Taste

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To support the individual’s developing sense of uniqueness.

Science Class 9

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

In Class 9, the impulse of polarity is explored through science concepts that illuminate the world’s natural oppositions and complex interdependencies, mirroring the inner experiences of the adolescent. Topics like ionic compounds, reproduction, and electricity introduce students to the push and pull of positive and negative forces, reflecting the dynamic shifts they feel within themselves.

As students study the polarity in heat engines, positive and negative ions, and the contrasting roles of male and female in reproduction, they gain insight into how life’s extremes contribute to balance. These topics not only resonate with their emotional states but also challenge them to use both heart and intellect to understand the nuances within these polarities. Furthermore, the study of carbon chemistry, examining both the benefits and environmental costs of carbon-based technologies, encourages them to see beyond a black-and-white worldview, developing critical thinking as they confront complex issues with far-reaching implications.

The Class 9 science curriculum also fosters resilience and responsibility as students navigate projects that require them to balance rights and responsibilities, cooperate with peers, and complete long-term assignments.

Engaging in group lab work, science fairs, and environmental projects gives students opportunities to work collaboratively, respect differing opinions, and develop tolerance. By tackling hands-on projects, students ground their learning in physical work that reinforces their connection to the natural world and promotes a sense of place.

These experiences call for inner courage, especially when projects span over two or three terms or involve complex problem-solving, nurturing perseverance and a commitment to seeing things through. In these ways, the Class 9 science curriculum strengthens students' sense of agency, helping them navigate their shifting inner worlds while contributing to a greater understanding of the world around them.

To awaken to the polarities of subject knowledge through both heart and will.

Heat and engines (hot/cold polarity)?
Ionic compounds - positive/negative ions
Reproduction - male/female
Electricity - protons/electronics positive/negative charge
Carbon chemistry - balance between usefulness and pollution
Inner river - digestion

To develop the reasoning power of the student.

Environmental issues within carbon chemistry
How things work

To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.

Carbon chemistry / environmental - keeling curve, global warming
Force diagrams - action/reaction

To work with accurate observation, objectivity and detail.

Science fair - design experiments, observations, discussions, conclusions
Lab work, observations
Scientific drawings, esp biology
Microscope work, cells, organelles

To bring claims of rights and responsibilities to consciousness.

environmental/carbon chem
Reproduction
Lab work - responsibility for safety

To foster tolerance and social engagement.

Use more of their own initiative - own research, own observations
Also practical work - in groups, team communication
More presentations, listening to each other

To build inner courage and perseverance.

Science fair - two terms
Larger projects
Make sure things are seen through to the end
Drawing conclusions from experiments
Presentations

To bring idealism to the fore, to push ideas to the limit.

Own research, research into own interests
Challenging practical tasks, involving research, design, production, follow-through
Carbon chemistry - environmental issues

To work with the hands and soil.

Agriculture/ horticulture programme
Farm experience
Outdoor camp - a week away, skin the rabbit
Geology main lesson, with camp
Sustainability camp - practical environmental work

To work with the discovery of assertion and a sense of place in the world.

Class 9 independent project / science fair
Geology, carbon chemistry - sense of place in the world - bigger world picture AND little things - cells, electricity - polarity between macro- and microscopic
Camps

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Human Biology/Bones

Relevant Pedagogical Aims:

To awaken to the polarities of subject knowledge through both heart and will.
To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
To work with accurate observation, objectivity and detail.
To work with the hands and soil.

Possible Content:

Antagonistic muscles
Joints
Anatomy
Movement
Forces
Naming the bones and muscles
Bone structure, development and healing

Organic Chemistry

Possible Content:

Sugar transformation
Fermentation
Carboxylic acids
Esters
Alcohol
Combustion
Dehydration
The carbon cycle
Photosynthesis
Global warming
Acid rain
Ocean acidification

Relevant Pedagogical Aims:

To develop the reasoning power of the student.
To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
To work with accurate observation, objectivity and detail.
To bring claims of rights and responsibilities to consciousness.
To work with the hands and soil.

Geology

Possible Content:

Field study camp/ field trip
Rock cycle
Earthquakes
Volcanoes
Maori
Local landscape
Plate tectonics
Earth structure

Relevant Pedagogical Aims:

To awaken to the polarities of subject knowledge through both heart and will.
To work with accurate observation, objectivity and detail.
To build inner courage and perseverance.
To work with the hands and soil.
To work with the discovery of assertion and a sense of place in the world.

Science Class 10

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

UNITS OF LEARNING

Mechanics

Relevant Pedagogical Aims:

To find the balance between the polarities.
To recognise relationships between the inner and outer worlds.
To foster awareness of one’s own actions.
To broaden the powers of perception.

Possible Content:

Speed and acceleration
Motion graphs
Mass versus weight
Acceleration due to gravity
Balanced and unbalanced forces
Free body force diagrams
Pressure
Energy transformations

Acids & Bases

Relevant Pedagogical Aims:

To find the balance between the polarities.
To recognise relationships between the inner and outer worlds.
To broaden the powers of perception.

Possible Content:

Crystallising, dissolving
The biological significance of solutions
The formation of salts from acids and bases
Acid-base polarity (e.g. breathing, digestion). Indicators, titration. Insoluble salts
Analytical chemistry: test for acid radicals and metal ions.
The reactivity series
Common reactions involving acids, bases, metals, non-metals and salts
Identification of acids or alkalis using a range of indicators and pH number
Formulae for and names of the common acids and common bases.
Neutralisation in terms of reactants and products, crystallisation
Word and/or symbol equations for chemical reactions including:
acid and base
acid and carbonates/bicarbonate
acid and metals
Non-metals oxides as acidic.
Metal oxides as basic.
Industrial uses and production of acids and bases
Rates of reaction

Biology/Genetics/Physiology

Relevant Pedagogical Aims:

To find the balance between the polarities.
To recognise relationships between the inner and outer worlds.
To broaden the powers of perception.

Possible Content:

Human Biology / Anatomy & Physiology

The circulatory system
The nervous system
Respiratory system

Genetics

What is variation and the definition of a trait.
Types of variation- (inherited vs environmental, continuous and discontinuous).
Where and how variation occurs; DNA, Genes, alleles and chromosomes.
Mitosis and Meiosis and variation
How sex is determined.
Predicting inheritance in simple monohybrid crosses/punnett squares
Pedigree charts
Steps of expression of phenotype from genetic code
The significance of variation as a possible adaptive advantage.

Science Class 11

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Periodic Table

Possible Content:

The history of the periodic table including key scientists and key discoveries
Structure and design of the periodic table
Atomic structure and electron configuration and their trends within the periodic table.
Properties of familial groups of the table such as inert gases, alkali metals and halogens and relate these properties to atomic structure.
Atomic radius– definition and periodic trends
How atomic structure can be used to predict reactions

Cell Biology

Possible Content:

Structure and function of cell components and organelles in detail.
Single celled organisms.
Reasons for similarities and differences between cells.
Transport across the membrane
The process of cellular respiration in relation to the overall functioning of the cell.
The importance of enzymes: enzyme structure and how they function.
Factors affecting enzyme activity.
The process of photosynthesis in relation to the overall functioning of the cell.
Factors affecting the rate of photosynthesis.
Cell division

Atomic Physics

Possible Content:

Time-line overview of the development of current atomic theory
Key physics aspects of radioactivity
Applications and implications of the use of nuclear technology to today’s society
Research based assessment may include aspects of the history of ideas about the nature of matter, physics concepts and applications to technology
Aspects of the history of ideas about the nature of matter may include:
Democritus’ theory of the atom
The experiments of Lavoisier
The Curie’s work on radioactive materials
Rutherford’s gold foil experiment
Bohr, Einstein and the development of atomic energy
Examples of physics concepts may include:
radioactive decay
half life
conservation of atomic mass number in alpha, beta, and gamma emission reactions
ionizing ability, penetration ability and behaviour in a magnetic field
Technology may include:
nuclear bombs
nuclear reactors
impact of nuclear accidents
nuclear waste disposal
other real life situations e.g. medicine, carbon-dating

Science Class 12

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

UNITS OF LEARNING

Evolution/Zoology

Possible Content:

Historical beginnings of Taxonomy
Classification/dichotomous keys
Symmetry in animals: asymmetrical, radial and bilateral.
Anatomical structure, basic physiology and natural history of the “main” phyla:
Cnidaria (coelenterates), Annelids, Molluscs, Arthropods, Echinoderms and Chordata.
Characteristics of the following classes: Gastropod, cephalopoda, bivalva, insecta, arachnida, crustacea, fish, birds, amphibians, reptiles, mammals.
Specific features (adaptations) and the biology of worms, insects, birds, and various mammals.

Astronomy/Nature of Universe

Possible Content:

Physic/Optics/Light Waves

Possible Content: