Mystery HPGE enrichment program
Stage 2 and 3 Science and technology
Program overview
Uncover the secrets of the bush in Mystery, an exciting Stage 2 and 3 HPGE enrichment program designed for curious and high-potential learners. Students become environmental detectives, following a clue trail through Field of Mars Reserve to solve the riddle of a mysterious animal part. Working in teams, they gather and analyse evidence, think critically and creatively, and present their findings in a collaborative finale that blends science, technology and storytelling.
Learning intention
- We are learning to apply scientific inquiry and critical thinking to investigate an environmental mystery.
- We are learning to construct and present a scientific argument supported by evidence.
Activities
Investigation
Setting the scene
The students will be given a real-life environmental mystery to solve - the discovery of animal remains in the reserve. Working in small groups, the students will be challenged to deduce what animals could be the victim (prey) and villain (predator).
Groups will be formed, preliminary information provided, predictions made, skills taught and equipment distributed. Groups will plan their team roles and investigation methods.
Gather the evidence
With a focus on animal adaptations, the students will undertake a ‘clue-seeking’ quest through parts of the reserve observing and collecting data on evidence such as scratch marks, droppings, fur, feathers, bones, etc. The students will be guided by cryptic clues relating to special locations in the bush. Students record their route and animal evidence observed using maps, notes and the camera app on iPads.
Drawing conclusions
The students will analyse and interpret secondary data provided by Field of Mars EEC and their collected or photographed evidence. They will research additional information using iPad apps and digital books, and use higher-order thinking skills to draw conclusions and provide explanations for their claims.
Presenting the case
Students will produce scientific arguments to discuss their findings and justify any inferences they make. The students will present their ‘case’ to the other groups in a creative way incorporating digital technologies as appropriate. This may be in role as talk show hosts, a court case, a news report or a puppet show.
This program is only available to NSW Department of Education school students.
One day workshop - Stage 2 and 3
2026
Term 1 - Week 4
Wednesday 18th February - capacity 40 students (32 spots remaining)
Additional dates coming soon.
Maximum 8 students per school (DoE schools only)
Location
Field of Mars Reserve
Main location – including risk assessment, maps and track overview.
Teachers or parents will need to drop off and pick up students.
Westminster Road alternate entrance
This entrance or exit offers access during severe high tides and heavy rainfall events that cause flooding on the main Pittwater Road entrance.
Essential information
Cost and details
Cost |
$60 per student - GST free This will be processed through the student's home school. This program is only available to NSW Department of Education school students. |
Transport |
Schools are required to organise transport for students to and from the location. No vehicles are permitted into Field of Mars Reserve. |
Staff |
Teachers are not required to attend. |
Bring |
Sports uniform, backpack, medication, low-waste food, water bottle, sunblock, raincoat, hat, sturdy shoes, reusable name tag. |
View |
Preparing for your excursion |
Welfare |
Participants will be walking during the day in bushland. Not wheelchair accessible. May not suit recently unwell participants. For medical or special needs notify staff prior to program. |
Extreme or wet weather |
Program may be modified, postponed or cancelled due to predicted extreme temperatures, bush fire danger, heavy rainfall, high winds or dust storms. |
Booking policy |
Confirm student details 7 days in advance. |
Cancellation fee |
Less than 4 weeks notice – full cost Weather or fire danger cancellation – $0 |
Suggested timetable
Time |
Activities |
| 9.15 | Arrival |
| 9.30 - 10.00 | Introduction |
| 10.00 - 10.30 | Recess |
| 10.30 - 12.00 | Bushwalk and clue investigation |
| 12.00 - 12.30 | Lunch |
| 12.30 - 1.30 | Evidence analysis and research |
| 1.30 - 2.00 | Presentations |
| 2.15 | Depart |
Tier 2 and 3 vocabulary
Syllabus outcomes and content
Syllabus outcomes and content
Science and Technology K-6 Syllabus (2024) - Stage 2
Physical and living systems depend on energy
Outcomes
- Uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-SCI-01
- Uses and interprets data to describe patterns and relationships ST2-DAT-01
Content
Living things depend on energy and materials to survive
- Observe and describe living and non-living things in a habitat
- Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary
- Describe ways in which plants and animals depend on each other for survival
Creating written explanations of physical and living systems supports understanding of Science and Technology
- Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts
- Use notes, diagrams, flow charts and annotations to support understanding and explain processes
- Use compound and complex sentences to sequence connected ideas into paragraphs when explaining cause and effect
Science and Technology K-6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024
Syllabus outcomes and content
Science and Technology K-6 Syllabus (2024) - Stage 3
Knowledge of our world and beyond inspires sustainable solutions
Outcomes
- Uses evidence to explain how scientific knowledge can be used to develop sustainable practices ST3-SCI-01
- Interprets data to support explanations and arguments ST3-DAT-01
Content
Living things may change over millions of years, in response to their environments
- Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments
- Interpret a food web that describes the flow of matter and energy between plants and animals in an ecosystem
- Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystem
Creating written texts in Science and Technology
Outcomes
- creates written texts to communicate understanding of scientific and technological concepts and processes ST3-CWT-01
Content
Creating written explanations of concepts and processes supports understanding of Science and Technology
- Use nominalisations to convey scientific and technological concepts and processes succinctly
- Add authority to written texts by using data to support an evidence-based explanation or argument
- Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation
- Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution
- Acknowledge sources of information used in own texts
Science and Technology K-6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024
Book now
Book your HPGE program using our online booking form.
Learning resources
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