Curriculum links
This section demonstrates where across the 3 dimensions of the curriculum (learning areas, general capabilities and cross-curriculum priorities) you will find content links to STEM.
An overview of STEM in the Australian Curriculum learning areas
For all year levels, STEM is most explicit in the Science, Technologies and Mathematics learning areas. Other learning areas can:
- provide a context or the stimulus for a connecting idea that meets an authentic need, opportunity or problem; for example, in Health and Physical Education, assisting an athlete or a person with disability with their sporting performance or physical movement
- support implementation of a STEM project; for example, communicating the STEM inquiry process and proposal through Media Arts.
Mathematics and Science share a focus on modelling, measurement, empirical and logical reasoning, experimentation and investigation. Students can represent quantities, magnitudes, relationships, relative scales and patterns. They can develop models to understand the extent of a problem using existing data and modelling possible impacts of their proposed solutions.
Students are introduced to measurement, first using direct comparisons and informal units. Then they use formal units and indirect measurement through applying formulas. Later, they consider issues of uncertainty, precision and reliability in measurement. As students progress, they collect data from qualitative and quantitative variables, which are analysed and represented in a range of forms. Students learn data analysis skills including identifying trends and patterns from numerical data and graphs.
Technologies complements Science by focusing on creating preferred futures. Science develops the key ideas of patterns, order and organisation, stability and change, scale and measurement, matter and energy, and systems as key aspects of a scientific view of the world. Students draw on these ideas when producing solutions and considering the role of technologies in society. Science is essential in the investigation and defining stages of a design process, and in understanding the technologies and materials that are proposed in a solution.
Design and Technologies draws on concepts from biological, chemical, earth and environmental and physical sciences to solve problems and design solutions to meet needs, opportunities or problems. There are relationships between each Technologies context and the Science Knowledge and understanding sub-strands.
The Digital Technologies curriculum gives students the knowledge and skills to automate how they collect, store and analyse scientific data. Links with the Science curriculum allow for applications of scientific concepts through modelling, critiquing and applying prior knowledge to designing authentic solutions that are meaningful to students.
Mathematics is integral to quantifying, thinking critically and making sense of the world. It is central to building students’ pattern recognition, visualisation, spatial reasoning and logical thinking. Technologies provides contexts within which Mathematics understanding, fluency, logical reasoning, analytical thought and problem-solving skills can be applied and developed.
Design and Technologies gives students opportunities to interpret and use mathematical knowledge and skills in a range of real-life situations. Students use number to quantify, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating ideas; develop, refine and test concepts; and cost and sequence when prototyping solutions and managing projects. They use 2-dimensional and 3-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating designed solutions. Numeracy is essential for understanding economic sustainability of proposed solutions
Digital Technologies and Mathematics share a focus on computational and algorithmic thinking, and data. Digital Technologies develops students’ basic understanding of algorithms in the early years, which Mathematics then builds on. The implementation, design and creation of algorithms form an integral part of a computational approach to learning in Digital Technologies and Mathematics. The Mathematics curriculum supports students in gaining the knowledge and skills that underpin pattern recognition, abstraction, data collection, analysis, interpretation and representation, which form the basis of statistical investigation. Digital Technologies focuses on how digital systems represent data.
Underpinning the Design and Technologies curriculum are the core concepts of the Technologies learning area (technologies contexts) and the design process (Processes and production skills). They are the basis of the subject structure, and provide a good basis for a transdisciplinary approach to planning STEM units. Technologies and society content descriptions should be addressed through each technologies context.
They provide an opportunity to design and create:
- engineered solutions that involve knowledge and understanding of scientific and mathematical principles and concepts through the application of engineering design processes and practical skills (Engineering principles and systems)
- food and fibre production solutions to support current and future access to food and fibre products. This involves knowledge and understanding of the sustainable management of the environments in which they are produced (Food and fibre production)
- solutions to maintain and enhance individual and community health. This involves knowledge and understanding of what constitutes healthy and sustainable food systems to make informed food selection and preparation choices (Food specialisations)
- solutions that involve knowledge and understanding of characteristics and properties of a range of materials, components and production technologies (Materials and technologies specialisations).
An overview of STEM and the general capabilities
The STEM Connections resource provides rich opportunities to address aspects of a range of general capabilities, with a particular emphasis on Critical and Creative Thinking, Digital Literacy, Numeracy, Literacy, Ethical Understanding, and Personal and Social capability. STEM units also provide opportunities to address Intercultural Understanding. Depending on their choice of activities, teachers may find further opportunities to incorporate the explicit teaching and assessment of the general capabilities.
In the Australian Curriculum, the general capabilities encompass the knowledge, skills and behaviours that will help students to live and work successfully in a technologically advanced world. The following information provides an overview of how work and enterprise can be approached through the general capabilities.
Students develop critical and creative thinking in Science by questioning, predicting, investigating and analysing evidence to draw conclusions. Through inquiry, they select and evaluate information, formulate hypotheses, and reflect on their processes to reach evidence-based conclusions, fostering a deeper scientific understanding. Creative thinking in scientific inquiry encourages flexibility and open-mindedness, promoting the development of new ideas and solutions.
Similarly, in Technologies, students develop critical and creative thinking by imagining, generating and evaluating ideas, refining concepts, and using systems, design and computational thinking. They analyse, explore and apply technologies knowledge and understanding in various contexts.
In Mathematics, critical and creative thinking develops as students evaluate information, explore multiple pathways to solutions and transfer their knowledge to different situations. Students engage in thinking, reasoning and problem-solving. They decompose problems, recognise errors and consider alternative approaches to control variables. Students justify computational strategies and develop relevant lines of inquiry.
Students develop digital literacy across Science, Technologies and Mathematics by engaging with digital systems, practising safety, and using digital tools for investigation, creation and communication.
In Science, digital literacy is used to find information, analyse data and communicate scientific ideas. Digital tools like animations enhance comprehension of abstract phenomena, offering unique perspectives and predictive testing.
Digital Technologies explicitly promotes digital literacy development, fostering discerning users and effective developers of digital solutions. Context-dependent digital literacy skills enable students to navigate the digital world safely and effectively across all subjects.
In Mathematics, digital literacy is integral to investigating, creating and communicating mathematical concepts using interactive technologies. Students employ digital tools for computations, manipulating mathematical objects, data analysis, graphing and simulations. This fosters deeper understanding of mathematical concepts. Spreadsheets, graphing software and dynamic geometric tools engage students in mathematical reasoning and complex problem-solving, enhancing their mathematical proficiency.
Students develop numeracy skills in Science by investigating concepts and practising inquiry methods. Numeracy supports scientific understanding, focusing on scale, measurement, patterns and organisation. Through inquiry, students collect and analyse data, identifying patterns and representing them mathematically. They use tables, displays and visualisations to interpret data and draw evidence-based conclusions.
In Mathematics, students apply numeracy in authentic situations, calculating, measuring and estimating. They interpret statistics, measure and record throughout idea generation and testing processes. Mathematical concepts associated with geometry, optimisation, quantification and measurement are applied in product creation and project management using software and digital models. Mathematics plays a fundamental role in numeracy development across learning areas, offering applications in finance, design and construction. Statistics, Algebra and Probability empower students to analyse data and relationships critically and make informed decisions.
In Science, students develop ethical understanding by learning ethical procedures for investigations, considering ethical implications of scientific information and analysing biases in decision-making.
In Technologies, they apply ethical principles in collaboration, technology use, evaluation of technological priorities and consideration of ethical issues in complex systems. Students prioritise safe and ethical practices when working with data, materials and others. They demonstrate responsibility for sustainable practices and respecting privacy rights.
In Mathematics, ethical understanding is applied in rational inquiry, data analysis and interpretation, ensuring validity and fairness in comparisons and financial claims. Students identify errors, distortions and biases, providing equitable solutions and interrogating sources to promote ethical decision-making.
Across the STEM learning areas of Science, Technologies and Mathematics, students develop and apply their literacy skills to navigate each discipline.
In Science, students explore various text forms, comprehending and composing work ranging from informational texts to data analyses. They use language structures to formulate hypotheses and construct evidence-based arguments while engaging with multimodal texts such as charts and diagrams to effectively convey scientific concepts. They appropriately use vocabulary to explain abstract concepts.
Similarly in Technologies, students apply their literacy skills to interpret and create procedural and persuasive texts, integrating technical language and media formats. They access diverse texts and synthesise information to produce clear and coherent texts.
In Mathematics, literacy proficiency is vital for effective communication as students explain mathematical thinking, reasoning and solutions using appropriate language and notation. They interpret various mathematical texts, using literacy skills to formulate questions and justify solutions in collaborative problem-solving.
Students develop personal and social capability as they build skills in social awareness and social management. This happens when they engage in STEM investigations, project management, design and production activities in collaborative workspaces. They direct their own learning, and plan and carry out investigations. They become independent learners who can apply design thinking, and technologies understanding and skills, when making decisions.
Students consider past and present impacts of decisions on people, communities and environments. They develop social responsibility through understanding of, empathy with and respect for others.
STEM units give students opportunities to consider how diverse communities use technologies, including their impact and potential to transform people’s lives. They can enable students to explore ways that people use technologies to interact with one another when cultures intersect. Students can investigate how cultures, identity and traditions influence the design of products, services and environments.
Students have opportunities to design solutions to challenges at local, national, regional and global levels. This may involve reflecting on culture and cultural diversity, engaging with cultural and linguistic diversity, and navigating intercultural contexts. Students apply their understanding of the influence of cultures on interactions when working or collaborating with others, and when creating solutions to needs, opportunities and problems.
An overview of STEM and the cross-curriculum priorities
The STEM Connections resource provides rich opportunities to address aspects of a range of cross-curriculum priorities, with a particular emphasis on Sustainability.
The Sustainability cross-curriculum priority is based on 4 sets of organising ideas important to STEM learning: systems, world views, design and futures.
In Science, the Sustainability priority serves as a lens through which students explore and understand biological, Earth and space systems. This fosters an appreciation for the interconnectedness of Earth's geosphere, biosphere, hydrosphere and atmosphere.
Through investigations into ecosystem dynamics, energy sources and climate change, students grasp how scientists predict the effects of human activity on Earth's systems and develop management plans for sustainability. They also explore the contributions of First Nations Australians to sustainable practices, bridging traditional knowledge with contemporary science.
In Technologies, students consider sustainability when designing solutions, balancing economic, environmental and social impacts. They develop skills to creatively address resource depletion and climate change, understanding the local and global implications of design decisions.
Mathematics plays a crucial role in sustainability efforts, with students using mathematical modelling, probability and statistical analysis to assess and quantify change in social, economic and ecological systems. Statistical analysis informs decision-making for preferred futures, highlighting the importance of mathematical understandings in addressing sustainability challenges. Mathematical modelling provides a process for optimising choices, considering variables and priorities.
Read more about the Sustainability cross-curriculum priority.
In Science, students explore the rich scientific knowledge traditions of Australian First Nations Peoples. Students explore how First Nations Australian have employed observation, prediction and testing to understand the world for millennia. Through examples ranging from food production to habitat restoration, students learn how Fist Nations knowledge complements Western science. This fosters a holistic approach to scientific understanding and environmental stewardship.
Similarly, in Design and Technologies, students explore the enduring designs and technologies of First Nations cultures, gaining insights into their engineering principles and material culture production techniques. Through Digital Technologies, students examine how First Nations Australian communities navigate digital systems, highlighting both innovation and challenges. They explore the ethical considerations of data use and learn from First Nations ranger groups' contributions to environmental restoration.
In Mathematics, students engage with the mathematical thinking and processes embedded within First Nations cultures, recognising their complex kinship systems, ways of quantifying and adeptness at pattern recognition. Content elaborations offer contextual examples across mathematical themes, providing a connected narrative of First Nations mathematical understanding.
ACARA’s FIRST framework is a guide to help teachers and schools engage with their local First Nations communities to support the implementation of the Australian Curriculum.
Read more about the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.
In Technologies, students learn to appreciate Asia’s impact on global technological advancement and the influence of Australia's innovations on Asian countries. They explore pioneering research and collaborative initiatives driving technological innovation, fostering cross-cultural engagement and exchange. Through the lens of advanced manufacturing processes and traditional technologies, students learn about the role of diverse cultures in shaping sustainable ways of living.
Mathematics offers insights into the historical and contemporary contributions of Asian culture to mathematical development and application. From the Hindu-Arabic and Chinese numerals to spatial reasoning in Asian architecture and design, students gain a deeper understanding of Asia's global significance in mathematical ideas and approaches. These explorations in Technologies and Mathematics promote cultural awareness, fostering effective regional and global citizenship while highlighting the interconnectedness of technology and culture in shaping our world.
Read more about the Asia and Australia's Engagement with Asia cross-curriculum priority.
STEM for students at different band levels
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and how things work. In the Foundation year, priority is given to literacy and numeracy development as these are the foundations upon which further learning is built. Students are exploring and discovering materials and technologies. They experiment, practise and play in the classroom and school community. Students learn about the diversity of people involved in STEM careers; for example, engineers, farmers, scientists, mechanics, food technologists and architects.
In Science, they learn the fundamentals of scientific inquiry through observation. Students foster curiosity about the world around them by studying everyday objects and exploring the external features of plants and animals. They investigate the properties of materials and delve into the mechanics of motion.
In Technologies, students engage in hands-on exploration and guided play to understand how technologies function. They follow steps to create designed solutions safely and learn about digital systems. They learn to represent data visually and recognise personal data, such as their name and birth date. By the year's end, they are encouraged to produce at least one designed solution.
In Mathematics, students develop foundational numeracy and spatial awareness skills, connecting numbers with quantities, counting sequences and recognising patterns. They compare object attributes, identify shapes, and use concrete and virtual materials for problem-solving and sorting. Additionally, they learn to associate events with specific times and days. They use spatial language to describe positions and relationships.
Through these learning experiences, students lay the groundwork for future learning and exploration in STEM-related learning areas.
In Years 1 and 2, priority is given to literacy and numeracy development. By the end of Year 2, students have a much stronger understanding of themselves and have begun to connect with the wider community. Students continue their journey of exploration and inquiry, developing skills across Science, Technologies and Mathematics. In Science, they develop their investigative skills by observing and exploring their surroundings. They learn to organise observations, identify patterns and make predictions. Students investigate living things, materials, sound energy, forces on motion, environmental changes and the solar system, nurturing a deeper understanding of the world.
In Technologies, students learn about digital and other technologies, engaging in exploration, design and problem-solving activities. They learn to create solutions, safely produce products, explore food production and preparation, represent data, and collaborate effectively using digital tools. By creating designed solutions, they address various technological contexts, such as engineering principles, materials, food and fibre production.
In Mathematics, students develop their number sense, place value understanding, and mathematical thinking and communication skills. They explore number sequences, develop additive strategies and are introduced to fractions. Students further develop their understanding of shapes, measurement, time and data analysis. Through hands-on activities and practical problem-solving, they begin to apply mathematical concepts in authentic contexts, laying a solid foundation for further mathematical learning and exploration.
Through these STEM experiences, students build essential skills and knowledge, preparing them for continued success in these learning areas as they progress through primary school.
In Years 3 and 4, students become more independent. They communicate with others more effectively. English and Mathematics continue to be a priority, and literacy and numeracy are developed across all learning areas. Students build essential knowledge and skills in literacy, consolidating learning to read and write. In the context of STEM learning, they deepen their understanding of science by relating it to everyday life. They pose questions and conduct systematic investigations. They explore various scientific concepts, such as heat as a form of energy and its effects on changing states; properties of soils, rocks and minerals; key processes in the water cycle; the action of forces on objects; ecosystems; lifecycles; material properties and scientific problem-solving.
In Design and Technologies and Digital Technologies, students draw, label and model ideas. They plan steps, develop algorithms and use various technologies to produce solutions. Students understand different types of data and data protection, practise safe online behaviour and problem-solve. They create digital solutions like interactive games and use digital systems and devices. By the end of Year 4, they create designed solutions, addressing engineering principles and systems, materials and technologies specialisations, food and fibre production, and food specialisations.
In Mathematics, students deepen their understanding of number, patterns, relationships, measurement and geometry. They represent fractions and decimals using concrete materials, conduct statistical investigations and repeated chance experiments, and use digital tools for these mathematical explorations. Students learn about the value of money and how to operate with money in financial contexts.
In summary, these years lay a further groundwork for engagement in STEM subjects in upper primary school.
In Years 5 and 6, students learn to take positive actions for their wellbeing. They relate to and communicate well with others. They ask challenging questions and seek answers. Students make informed decisions and act responsibly. The development of digital literacy skills increases across the curriculum at this level. In Years 5 and 6, students develop their analytical skills by identifying patterns and relationships, understanding the role of variables in investigations, and forming evidence-based explanations. They explore various scientific topics, including adaptations in living things, chemical changes, the solar system, weathering, erosion, electrical energy and historical contributions to science. At the same time, they recognise how science influences community decisions.
Students engage in design processes to create solutions, using materials, technologies, sketches, models and digital tools. Students enhance their understanding of digital systems and data, improving their computational thinking and online safety practices. By the end of Year 6, they complete designed solutions, addressing engineering principles and systems, food and fibre production, and materials and technologies specialisations.
In Mathematics, students extend their knowledge of fractions, decimals and percentages. They use mathematical models and symbols to solve authentic problems and communicate ideas. Students become proficient at applying the properties of mathematical operations, and extend these to working with decimals, fractions and percentages. They apply these skills to practical situations, including those situated in financial, spatial and measurement contexts. Students also explore measurement and time conversion, statistical analysis and probability through hands-on experiments and digital simulations. This refines their ability to pose questions and conduct statistical investigations.
These years strengthen students’ STEM knowledge, understanding and skills, preparing them for more advanced studies and applications in secondary school.
In Year 7, students start high school, which presents new organisational and personal challenges. The Australian Curriculum is taught mostly by subject-specialist teachers. At this age, there is a focus on developing students’ abilities to maintain personal health and wellbeing and manage personal relationships.
In Years 7 and 8 Science, students deepen their understanding of microscopic and atomic structures, and refine their analytical skills. They begin to calculate changes accurately while comparing relative amounts. Students explore the diversity of life on Earth, studying ecosystems and cellular systems. They gain insights into Earth as a dynamic system, considering changes across various timescales. Moreover, they investigate changes in matter at a particle level and explore the role of energy in causing system changes. They consider the ethical and cultural implications of scientific research and development.
In Design and Technologies, students understand the contributions of design and technologies occupations to society. They design and produce solutions across various contexts, and select appropriate technologies for solution production. In Digital Technologies, students grasp user experience concepts. They plan and create solutions such as smartphone apps or chatbot assistants, develop programming skills, and practise safe online communication and collaboration. By the end of Year 8, students create designed solutions, addressing each of the 4 technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations, and Materials and technologies specialisations.
In Mathematics, students expand their knowledge of number systems to include irrational numbers. They use proportional thinking and algebraic reasoning to model practical situations, generalise relationships and develop skills in spatial reasoning. They engage in statistical investigations, interpreting data and using digital tools for modelling, experiments and simulations.
These learning experience enhance students’ problem-solving abilities and prepare them for further STEM activities in Years 9 and 10.
In Years 9 and 10, learning across the curriculum prepares students for civic, social and economic participation outside of school. Students are provided with opportunities to make choices about learning and specialise in areas that interest them through elective (optional) subjects. At this point, students bring together their knowledge and experience to consider possible pathways for study in senior secondary school and vocational education.
In the STEM learning areas in Years 9 and 10, students explore more deeply scientific theories. They evaluate evidence and form viewpoints on the impact of scientific discoveries. Their investigations prioritise accuracy in measurement, data collation and reliability, emphasising the importance of evidence in drawing conclusions. Students explore body systems and ecosystems as interdependent examples. They delve into genetic changes affecting characteristics and evolutionary history. Students deepen their understanding of chemical systems and light behaviour. They explain how Newton’s laws describe motion. Furthermore, they critically analyse problem-solving approaches, considering ethical implications and potential societal impacts. They reflect on the significance of science-based careers.
If opting for elective Technologies subjects, students create designed solutions across various contexts. They understand the roles of design and technologies occupations. Students plan solutions with environmental and societal impacts in mind, addressing authentic needs, opportunities or problems. They use a range of technologies, tools, components, materials, software and programming languages depending on their proposed solutions.
Students expand their mathematical knowledge and understanding across Algebra to include exponential relations networks, geometry, algorithms and trigonometry in Space and Measurement. They apply these skills and concepts to practical scenarios involving financial, spatial and proportional contexts. Additionally, they engage with Probability and Statistics. They interpret bivariate data sets, critically analyse statistical claims, recognise bias and determine probabilities to determine optimal solutions to problems situated in authentic contexts and make informed decisions.
Through these experiences, students refine their mathematical processes and problem-solving abilities to prepare for continued exploration in STEM fields in the senior years and beyond.
Planning for STEM learning
Select from the following section buttons for more information and resources to support a deeper understanding of STEM in the Australian Curriculum, STEM unit or whole school curriculum planning.