External evaluators ACIL Allen want to hear about your engagement with Primary Connections, Science Connections, Science by Doing and reSolve Maths.
This survey will ask you questions about:
The evaluation is examining the impact of all three programs, their effectiveness and the extent to which the resources contribute to improved science and/or maths teaching in Australia.
The survey has been extended to Friday 4 April 2025!
Take the surveyPrimary Connections uses evidence-based pedagogical practice and the LIA Framework to develop free resources for Australian educators. Here you'll find ready to teach, downloadable teaching sequences using real-world content and aligned to all state and territory curricula.
AUS Year 5 | NSW Stage 3 | WA Year 5 | VIC Levels 5 and 6
AUS Year 2 | NSW Stage 1 | WA Year 2 | VIC Foundation to Level 2
AUS Year 6 | NSW Stage 3 | WA Year 6 | VIC Levels 5 and 6
Our new teaching sequences are designed from the ground up to be easily adapted for your students. You can use the step-by-step outlines as-is or adapt them using the built-in design advice, with confidence that your teaching is grounded in the latest research and fully aligned to the Australian Curriculum V9.
Students learn about movement, including how they can move, how they can make objects move and how the size, shape and material of an object can affect the way it moves.
Students use their senses to explore the external features of plants and animals, and learn how to group plants and animals with similar characteristics. They apply this knowledge to design and make a digital or physical scientific model of a plant or animal.
Students learn about the basic needs of plants and animals including humans. They apply this knowledge to design and build a physical or digital diorama of a plant or animal habitat.
Students identify daily and seasonal changes and describe ways these changes affect their everyday life. They explore this concept through the context of planning for a picnic or an open-air school-related event.
Students work as junior astronauts to make observations about planet Earth, including the patterns created by the apparent movement of the Sun, Moon, planets and stars. They design a ‘golden record’ preserving and presenting what they have learned for others.
Students learn about sound energy and how different objects and actions can create different sounds. They apply this knowledge to design and create sound effects for a specific prompt.
Students learn about the properties of materials and how materials can be physically changed without changing their inherent properties. They apply this knowledge to design and make a 3D sculpture using repurposed everyday materials.
Students learn about the observable properties of solids and liquids and how adding or removing heat leads to a change of state. They apply this knowledge to design and create a sensory experience involving solids, liquids and the adding and removal of heat.
Students learn about the observable properties of soils, rocks and minerals, and their importance as resources. They explore a way to sustainably use or reuse a resource that exists because of soils, rocks or minerals, in a design challenge adapted to their local context.
Students learn about the transfer of heat, resultant changes in temperature and the conductivity of materials. They explore real-life applications by designing a playground or piece of playground equipment that limits the impacts of heat.
Students are introduced to concepts about forces, including friction, gravity, magnetism and buoyancy, in a practical engineering challenge where they apply their learning to design or improve an accessibility vehicle that can traverse diverse terrains and weather conditions.
Students learn about the properties of natural and man-made materials including fibres, metals, glass and plastics. They explore how to test materials for different properties, and examine real-life applications by designing packaging suitable to store and transport food, justifying why each material has been chosen.
Students learn about the roles and interactions of consumers, producers and decomposers with their local habitat and use food chains to represent the feeding relationships. They apply their knowledge to their school grounds and develop agency in their local environment.
Students learn about the structural and behavioural adaptations of living things that enable their survival in specific habitats. They explore the use of scientific models then create and share a model of a real or imaginary plant or animal.
Students learn about changes to the Earth’s surface caused by weathering, erosion, transportation and deposition occurring over varying time scales. They design, and potentially test, an erosion control strategy for an area of need in their school/local environment.
Students learn about how light is transferred, how it helps them to see, and how reflections, shadows, and refraction occurs. They explore real-life applications by designing and/or making an artwork that utilises light in an artistic or celebratory capacity.
Students learn about solids, liquids and gases, determine their properties and consider how their particulate arrangement relates to their properties and behaviour. They study science communication to communicate what they have learned.
Students learn about reversible and irreversible physical and chemical changes in the context of food preparation and cooking. They apply this knowledge to design and participate in a food experience.
Students use scientific models to explore phenomena on Earth involving the relative position of the Sun and Moon, such as day and night, variable day length and the phases of the Moon. They explore the wider solar system and consider the scientific and technological innovations that have enabled humans to study space.
Students learn about the role of the components in an electrical circuit and how they affect the transfer and transformation of energy. Using the context of blackouts, students explore how switches work and design prototype backup electrical circuits.
