This document provides a very valuable resource for teachers as it interprets the stage 6 science syllabus for teachers in a very clear and succinct manner. It also offers advice to those who are writing units of work by providing a scaffold of how the unit should be set out. The document also provides a model of what a scope and sequence as well as how an assessment schedule should be set out.
The support document does not provide program for each unit encountered in the stage 6 syllabus, but it does offer examples from other KLAs in the stage 6 science syllabus. For example, it does provide an example of Module 9.2 'Senior science' syllabus. However the same scaffold will be used for any of the stage 6 science courses. It will only differ in the content.
In conclusion, the document is very useful for teachers writing up units of work for their students as it 'breaks down' the syllabus so that a teacher can make sense of the Stage 6 Biology Syllabus or any other KLA in science. If I were to write up a program for Module 8.5, I would be able to determine how to write it up to incorporate all the syllabus outcomes required of the students.
I like your perception of the stage 6 support document, especially the way you described it as being useful for teachers writing up units of work for their students as it 'breaks down' the syllabus. I agree that it is like a manual on the operation of the syllabus. However, I found that it was not explicit to the Biology syllabus. Then again, does the Biology syllabus really require a separate support document? On one hand, I believe that the examples provided in the support document, although pertaining to other KLAs, can be used as a template to create units of work for the Biology syllabus. On the other hand, the biology syllabus has several investigations (first-hand and second-hand) and it would have been nice if the support document had a more detailed version of this. Investigations could do with sample scaffolds, verbs for open-ended investigations etc.
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