Science is based on people’s aspirations and motivations to follow their curiosity and wonder about the physical, biological and technological world.

Young children have a natural curiosity and are keen explorers of their environment, at times asking simple questions: at other times questions that dwarf all scientific understanding. As children develop they like to investigate the wider environment. They begin to classify and analyse. In early adolescence they begin to make predictions about their investigations and use scientific models to cope with abstract concepts. By young adulthood many students are capable of sophisticated explanations for concepts and linking theoretical ideas and scientific applications.

Reflecting these developmental needs of students, teachers create dynamic and challenging learning opportunities in a variety of contexts, including:

1. Hands-on activities taking advantage of our heritage listed grounds;
2. Field trips and excursions;
3. Teacher directed learning;
4. Research and problem-solving activities;
5. The use of technology; and
6. Experimentation in five well-equipped science laboratories

Students have the opportunity of learning from six major fields of science, Human and Biological Sciences, Earth and Environmental Sciences, Physics and Chemistry.

In this way, students are challenged to think independently and to look at the impact of their actions as responsible global citizens.