Suitable for kids aged 7-12 years.

9am - 3pm

Course Description

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

Explore different habitats and the unique animals that call them home. In this hands-on program, students will meet animals that are considered lucky and unlucky, because their habitats are either healthy or under threat. Students will examine the threats to different habitats and inquire about ways to protect animals and their habitats by communicating ideas and identifying solutions.

Outcomes and Key Learnings

Stage One (K–2)

• STe-1WS-S: Observing, questioning, and collecting data to communicate ideas—still relevant under Science and Technology with a focus on inquiry skills.

• STe-2DP-T: Developing solutions for identified needs—matches the design and technology emphasis in early STEM education.

• STe-3LW-ST: Characteristics and needs of living things—essential under the Living World strand.

• GEe1: Identifies and understands the importance of places—core to Geography for Stage One, fostering place-based learning.

• ACHGS001: Posing questions and making observations—aligns with Geography's focus on developing inquiry skills.

• ACSSU002: Living things' needs, such as food and water—maps directly to Biological Sciences (Science and Technology).

• ACHGS004: Drawing conclusions from observations—fits inquiry learning in both Geography and Science.

• ACTDEP008: Considering the impact of design solutions—relevant to Design and Technologies.

• ACTDEP009: Collaboration to improve and solve problems—focuses on teamwork in STEM projects.

• ACHGK002/004: Importance of places, care, and connections—integral to Stage One Geography.

Stage Two (Years 3–4):

• ST1-1WS-S: Observing, questioning, and collecting/comparing data—remains central to Science inquiry processes.

• ST1-2DP-T: Using tools and materials to develop solutions—core to design and engineering within STEM.

• ST1-4LW-S: Describing features of living things and their environments—essential for Living World (Science).

• ACHGK002/004: Investigating and valuing places—ongoing importance in Geography learning.

Suitable for kids aged 7-12 years.

9am - 3pm

Program Description:

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

All living things have basic needs for survival - food, water, shelter and air. This program will explore various living things including both plants and animals, their natural habitats, and learn the important role they play in our world. Students will discover what the basic needs are for all living things in urban, rural and natural habitats, and how we can help them survive. This unit aims to bring student prior knowledge to a conscious level, making explicit all the basic needs of living things.

Outcomes and Key Learnings:

Stage 1 (K-2):

• STe-3LW-ST:
  Explores characteristics, needs, and uses of living things.

  Core to the Living World strand in Science, focusing on the biological needs of living things and their roles in ecosystems.

• GEe1:
  Identifies places and develops an understanding of their importance to people.

  Directly aligns with Geography, fostering awareness of significant places and human connections.

• ST1-1WS-S:
  Observes, questions, and collects data to communicate and compare ideas.

  Integral to Science inquiry skills, emphasizing observation and data interpretation.

• ST1-4LW-S:
  Describes observable features of living things and their environments.

  A focus in Living World (Science), foundational for understanding biodiversity and habitats.

• STe-4MW-ST:
  Identifies that objects are made of materials with observable properties.

  Falls under Material World (Science), focusing on properties and uses of materials.

• ACHGS001:
  Pose questions and make observations.

  A key inquiry skill in Geography, fostering critical thinking.

• ACSSU002:
  Living things have basic needs, including food and water.

  Foundational to Biological Sciences (Science) for early stages.

• ACSSU004:
  Daily and seasonal changes affect everyday life.

  Relevant in Earth and Space Sciences, exploring patterns in the natural world.

• ACSSU017:
  Living things have a variety of external features.

  Tied to Biological Sciences, foundational for comparing organisms.

• ACSSU030:
  Living things grow, change, and have offspring similar to themselves.

  Key to understanding life cycles and reproduction in Science.

Stage Two (Years 3–4)

• ST2-4LW-S:
  Compares features and characteristics of living and non-living things.

  A deeper exploration of Living World (Science), extending foundational knowledge to categorization.

• ACSSU072:
  Identify that living things have life cycles.

  Relevant under Biological Sciences, expanding knowledge of organism development and reproduction.

• ACHGS004:
  Draw conclusions based on observations.

  Critical for inquiry-based learning in both Geography and Science.

• ACHGK002/004:
  Investigate the importance of places they live in and belong to.

  A Geography focus on human-environment interactions, fostering responsibility for sustainable care.

Suitable for kids aged 7-12 years.

9am - 3pm

Program Description

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

From birth through to death, all animals have a life cycle, but are they all the same? Through up-close encounters with some of Australia’s native animals, students will explore the different ways animals grow and change throughout their lives. All living creatures have a beginning and an end to their lives and experience stages of growth and change. In this program, students will explore the characteristics of living things and observe and identify the difference between life cycles.

Outcomes and Key Learnings

Stage One (K–2)

• STe-4MW-ST
  Identifies that objects are made of materials that have observable properties.

  Core to the Material World strand in Science and Technology. This outcome introduces students to the observable properties of materials, a foundational concept in STEM learning.

• STe-6ES-S
  Identifies how daily and seasonal changes in the environment affect humans and other living things.

  Integral to Earth and Space Sciences, helping students understand weather patterns, seasons, and their impact on living things.

• ST1-4LW-S
  Describes observable features of living things and their environments.

  Essential for the Living World strand, focusing on biodiversity and the relationships between organisms and their environments.

• ST1-7MW-T
  Describes how the properties of materials determine their use.

  Expands on the Material World strand, exploring how material properties influence their applications, a stepping stone for design and technology education.

• ACSSU002
  Living things have basic needs, including food and water.

  A fundamental concept in Biological Sciences, helping students understand the necessities for life.

• ACSSU004
  Daily and seasonal changes in our environment affect everyday life.

  Directly tied to Earth and Space Sciences, fostering awareness of environmental cycles and their effects.

• ACSSU017
  Living things have a variety of external features.

  Relevant under Biological Sciences, encouraging observation and comparison of organisms.

• ACSIS026, ACSIS039
  Record observations accurately and honestly using observational drawings, labelling, informal measurements, and digital technologies.

  Part of Science Inquiry Skills, building foundational competencies in data recording and communication.

Stage Two (Years 3–4)

• ST2-4LW-S
  Compares features and characteristics of living and non-living things.

  Develops understanding within the Living World strand, emphasizing classification and the distinction between living and non-living.

• ACSSU030
  Living things grow, change, and have offspring similar to themselves.

  Relevant in Biological Sciences, focusing on life cycles and developmental stages.

• ACSSU072
  Identify that living things have life cycles.

  • Builds on prior knowledge, extending understanding of growth, reproduction, and ecological roles.

Suitable for kids aged 9-13 years.

9am - 3pm

Program Description

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

In this program, students will learn how native threatened species depend on us for survival. The habitat requirements of a number native of species are determined along with their threats. Students will connect with threatened wildlife through animal interaction, develop an understanding of the threats species face and upon return to their class turn their new knowledge into action. Through activities and encounters, students learn about various threatening processes, including habitat loss, disease, climate change and pollution, and identify solutions to many species' imminent danger.

Outcomes and Key Learnings

• ST3-2DP-T
  Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.

  Core to Design and Production within the Science and Technology syllabus, emphasizing problem-solving through hands-on projects and innovative solutions.

  Directly aligned with the Design and Technologies strand (ACTDEP024, ACTDEP027).

• ST3-1WS-S
  Plans and conducts scientific investigations to answer testable questions, and collects and summarizes data to communicate conclusions.

  Fundamental to Science Inquiry Skills, this outcome supports hypothesis-driven experiments and data interpretation, preparing students for high-school-level inquiry.

• ST3-4LW-S
  Examines how the environment affects the growth, survival, and adaptation of living things.

  Integral to the Living World strand, exploring ecological interactions and environmental impacts on organisms.

  Strong alignment with ACSSU043 (adaptations) and ACSSU094 (conditions for growth and survival).

• ACSSU094
  Plan and conduct a fair test to show the conditions needed for a particular plant or animal to grow and survive in its environment.

  Directly complements ST3-4LW-S, emphasizing practical application and experimental design related to ecosystems.

• ACSHE083, ACSHE100
  Understand that scientific and technological knowledge is used to solve problems and inform personal and community decisions.

  Aligns with cross-disciplinary learning, fostering an understanding of how STEM knowledge applies to real-world contexts and societal issues.

• ACSSU043
  Describe adaptations as existing structures or behaviours that enable living things to survive in their environment.

  A crucial concept in Biological Sciences, focusing on evolutionary traits and ecological niches.

• ACTDEP024
  Investigate materials, components, tools, techniques, and processes required to achieve intended design solutions.

  Matches the hands-on, process-driven focus of ST3-2DP-T, linking investigation to application in design.

• ACTDEP027
  Evaluate design ideas, processes, and solutions according to criteria for success.

  Builds critical evaluation skills, ensuring designs are purposeful and meet specific goals, complementing ST3-2DP-T.

Suitable for kids aged 9-13 years.

9am - 3pm

Program Description

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

Animals possess amazing adaptations to help them obtain food and avoid being a food source themselves. Take a journey back in time and explore some of the early evolutionary theories as you observe and interact with some of our most impressive and intimidating animals. During this hands-on program, students will have the opportunity to closely analyse various animal skulls and suggest how observed animal features have enabled animals to adapt for obtaining food & avoiding predation.

Course Details

• ST3-1WS-S
  Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions.

  Core to Science Inquiry Skills, this outcome emphasizes developing hypotheses, designing experiments, and analyzing results.

  Encourages students to engage in fair testing and systematic data collection, which align directly with ACSSU094 (conditions for growth and survival).

  Prepares students for advanced scientific literacy and critical thinking.

• ST3-4LW-S
  Examines how the environment affects the growth, survival, and adaptation of living things.

  Central to the Living World strand, this outcome connects ecological understanding with real-world phenomena like climate change and habitat dynamics.

  Directly supports ACSSU043 (adaptations) and ACSSU094 (growth conditions), enabling students to explore how organisms thrive in specific environments.

• ST3-7MW-T
  Explains how the properties of materials determine their use for a range of purposes.

  Falls under the Material World strand, focusing on the link between material science and practical applications.

  Aligns closely with ACTDEP024 (investigating tools and materials) and fosters cross-curricular connections with design and technology.

• ACSSU094
  Plan and conduct a fair test to show the conditions needed for a particular plant or animal to grow and survive in its environment.

  Extends ST3-1WS-S and ST3-4LW-S by integrating scientific inquiry with biological sciences.

  Encourages experimentation and hands-on learning, which are critical for developing STEM competencies.

• ACSSU043
  Describe adaptations as existing structures or behaviours that enable living things to survive in their environment.

  Aligns with ST3-4LW-S, promoting understanding of evolutionary biology and ecological adaptations.

  Prepares students for advanced study of life sciences by introducing concepts like structural and behavioral traits.

• ACTDEP024
  Investigate materials, components, tools, techniques, and processes required to achieve intended design solutions.

  Complements ST3-7MW-T by linking material properties with design processes.

  Encourages experimentation with tools and materials, a critical skill for Design and Technologies projects.

• ACTDEP027
  Evaluate design ideas, processes, and solutions according to criteria for success.

  Fosters critical thinking and iterative improvement, essential for Stage 3 Design and Technologies.

  Supports problem-solving by encouraging reflection on functionality, sustainability, and usability.

Relevance to Stage 3 Curriculum

These outcomes and descriptors remain central to Stage 3 Science and Technology and support key curriculum goals, such as:

• Inquiry-based learning: Developing scientific questions, conducting experiments, and analyzing data.

• Ecological literacy: Understanding interactions between organisms and their environments, including survival mechanisms.

Suitable for kids aged 9-13 years.

9am - 3pm

Program Description

• Includes a pre-learning group activity in the park.

• Includes the educational program delivered in our conference room with one of our expert keepers about the monthly topic.

• Includes hands-on learning out in the Sanctuary with one of our keepers.

Explore different habitats and the unique animals that call them home. Students will examine the threats to different habitats and inquire about ways to protect animals and their habitats by communicating ideas and identifying solutions. This program inspires students to connect with native wildlife, build knowledge and develop skills that enable them to care for the natural world. Wildlife encounters facilitated by our passionate wildlife experts will provide students with a deeper understanding of the habitat requirements of each species along with their threats and a call to action!

Outcomes and Key Learnings:

• ST3-1WS-S
  Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions.

  Core to Science Inquiry Skills, fostering the ability to design experiments, collect data, and draw conclusions.

  Directly supports ACSSU094 by guiding students in planning and conducting fair tests for plant and animal survival.

  Essential for developing analytical and communication skills in scientific contexts.

• ST3-2DP-T
  Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.

  Reflects the design-and-make process central to Design and Technologies, linking creativity with practical problem-solving.

  Strongly aligned with ACTDEP026 (sustainability and safety in resource management) and ACTDEP027 (evaluating success criteria).

  Encourages teamwork, planning, and innovation.

• ST3-4LW-S
  Examines how the environment affects the growth, survival, and adaptation of living things.

  Vital to The Living World strand, connecting students to ecological concepts such as adaptation and environmental influences.

  Aligned with ACSSU043 (adaptations) and ACSSU094 (growth conditions), fostering a deeper understanding of biodiversity and interdependence.

• ACSSU094
  Plan and conduct a fair test to show the conditions needed for a particular plant or animal to grow and survive in its environment.

  Reinforces practical science skills and ecological literacy.

  Integrates seamlessly with ST3-1WS-S and ST3-4LW-S, supporting inquiry-based learning.

• ACSSU043
  Describe adaptations as existing structures or behaviours that enable living things to survive in their environment.

  Complements ST3-4LW-S, introducing concepts of structural and behavioural adaptations.

  Prepares students for future study of evolutionary biology and ecosystems.

• ACTDEP026
  Demonstrate safety and sustainability when choosing resources to produce designed solutions, managing constraints, and maximizing opportunities.

  Aligns with ST3-2DP-T, focusing on ethical and responsible design practices.

  Encourages critical thinking about sustainability, an increasing priority in the curriculum.

• ACTDEP027
  Evaluate design ideas, processes, and solutions according to criteria for success.

  Complements ST3-2DP-T, teaching students to critically assess their work and refine solutions.

  Supports iterative improvement and problem-solving in project-based learning.

Relevance to Stage 3 Curriculum

These outcomes and descriptors are highly relevant for Stage 3, addressing the key learning strands of:

1. Scientific Inquiry: Emphasising hypothesis testing, experimental design, and ecological understanding.

2. Design and Technology: Building practical problem-solving skills through sustainable and creative approaches.

3. Cross-disciplinary priorities: Integrating sustainability, ethical decision-making, and safety into STEM education.