Perfect for National Science Week 15–23 August 2026
By BEST Childcare Consulting
National Science Week is Australia’s annual celebration of science and technology, inspiring children and adults alike to ask questions, investigate ideas and discover how the world works. Held from 15–23 August 2026, this year’s school theme, “Seeds of Science: Nurturing Knowledge for All,” reminds us that every scientific discovery begins with curiosity.
For early childhood education and care, science is far more than experiments with baking soda and volcanoes. Science is found in every puddle, every seed that sprouts, every insect children observe, every shadow that moves across the playground and every question beginning with “Why?”
Long before Western science existed, Aboriginal and Torres Strait Islander Peoples developed sophisticated scientific knowledge through thousands of years of observation, experimentation and innovation. Their deep understanding of astronomy, weather patterns, land management, bush foods, medicinal plants, animal behaviour and seasonal change demonstrates that science has always been part of Australia’s story.
National Science Week provides the perfect opportunity to recognise and celebrate First Nations scientific knowledge alongside contemporary scientific inquiry. By respectfully exploring traditional ecological knowledge, bush tucker plants, native animals, caring for Country and sustainable practices, children develop an appreciation that there are many valuable ways of knowing, learning and understanding the world.
Through play-based investigations, meaningful conversations and hands-on experiences, educators can nurture children’s natural curiosity while building scientific thinking, environmental responsibility and respect for Aboriginal and Torres Strait Islander cultures.
Aboriginal and Torres Strait Islander Perspectives in National Science Week
National Science Week provides an ideal opportunity to recognise that science has always been part of Australia’s story. For tens of thousands of years, Aboriginal and Torres Strait Islander Peoples have developed sophisticated scientific knowledge through careful observation, experimentation and a deep understanding of Country and Sea Country. Their knowledge of bush foods, medicinal plants, seasonal calendars, astronomy, animal behaviour, water management and sustainable land care reflects generations of evidence-based learning passed down through storytelling, cultural practices and lived experience. In early childhood education, respectfully incorporating Aboriginal and Torres Strait Islander perspectives helps children understand that there are many ways of knowing, learning and discovering the world. Exploring local seasonal calendars, native plants, caring for Country, traditional ecological knowledge and Indigenous astronomy encourages children to develop curiosity, respect for culture and appreciation of Australia’s First Peoples as the world’s oldest continuing scientists. These experiences align strongly with the Early Years Learning Framework V2.0, supporting children’s connection to Country, identity, belonging and responsibility for caring for the natural world while fostering a lifelong love of inquiry and discovery.
Connecting National Science Week to the United Nations Sustainable Development Goals
National Science Week provides meaningful opportunities for children to develop the knowledge, skills and values that contribute to a more sustainable and equitable world. Through inquiry, investigation and hands-on discovery, children become active participants in understanding and caring for the environments and communities around them. Learning experiences throughout the week naturally support Sustainable Development Goal 4 – Quality Education by fostering curiosity, critical thinking, problem-solving and lifelong learning. Exploring bush tucker plants, Aboriginal and Torres Strait Islander ecological knowledge, biodiversity and sustainable resource use also promotes SDG 15 – Life on Land, helping children appreciate the importance of protecting ecosystems and respecting Country. Investigations into water conservation, weather, recycling and environmental stewardship reinforce SDG 12 – Responsible Consumption and Production and SDG 13 – Climate Action, encouraging children to make responsible choices that reduce waste and care for the environment. Science investigations that focus on healthy environments, nutrition, physical wellbeing and connections with nature further support SDG 3 – Good Health and Wellbeing. By working collaboratively with families, local Aboriginal communities, environmental organisations and scientific institutions, services also demonstrate SDG 17 – Partnerships for the Goals, recognising that meaningful learning and sustainable futures are strengthened when communities learn and grow together. National Science Week reminds us that every question asked, every discovery made and every connection formed helps nurture the next generation of informed, responsible and compassionate global citizens.
Educational Programming Ideas
- Create a Bush Tucker Discovery Garden
Introduce children to native edible plants such as finger lime, lemon myrtle, native mint, warrigal greens and bush tomatoes (where appropriate for your region). Discuss how Aboriginal and Torres Strait Islander Peoples have sustainably cared for and used these plants for tens of thousands of years.
Children can:
- plant native edible species
- observe seasonal growth
- compare native and introduced plants
- care for gardens using sustainable practices
- learn about caring for Country.
Resources
Kings Park Education (WA) – Native plants and education programs
https://www.bgpa.wa.gov.au/education
Australian Native Food & Botanicals (information about Australian native foods)
https://anfb.com.au/
2. Explore Aboriginal and Torres Strait Islander Seasonal Calendars
Move beyond the traditional four European seasons by investigating your local Aboriginal seasonal calendar.
Western Australian services can explore the Noongar Six Seasons, observing:
- flowering plants
- weather patterns
- bird migration
- animal behaviour
- traditional ecological knowledge.
Resources
Bureau of Meteorology – Indigenous Weather Knowledge
https://www.bom.gov.au/iwk/
Noongar Seasons (South West Aboriginal Land & Sea Council)
https://www.noongarculture.org.au/noongar-seasons/
3. Become Backyard Scientists
Provide magnifying glasses, bug viewers, clipboards and digital microscopes for children to investigate:
- insects
- leaves
- bark
- feathers
- rocks
- seeds
- spider webs
Encourage children to draw what they observe, ask questions and record predictions.
Resources
CSIRO Education
https://www.csiro.au/en/education
Australian Museum – Nature Learning Resources
https://australian.museum/learn/
4. Seed Scientists
Invite children to investigate:
- Which seeds float?
- Which germinate first?
- Do seeds need sunlight?
- How much water is enough?
- Which growing conditions produce the healthiest plants?
Record predictions, observations and conclusions over several weeks.
Resources
National Science Week
https://www.scienceweek.net.au/
Royal Botanic Gardens Victoria – Little Sprouts learning activities
https://www.rbg.vic.gov.au/learn/little-sprouts/
5. Nature Journals
Provide journals where children record:
- weather
- cloud formations
- insects
- birds
- flowers
- fungi
- seasonal changes
- interesting discoveries
Encourage children to revisit observations throughout the year.
Resources
BirdLife Australia – Birds in Backyards
https://www.birdsinbackyards.net/
Bureau of Meteorology – Weather for Schools
https://www.bom.gov.au/education/
6. Water Scientists
Investigate:
- floating and sinking
- evaporation
- rain collection
- erosion
- water movement
- filtering water
- water conservation
Discuss how Aboriginal peoples have cared for waterways and why protecting water is essential for all living things.
Resources
Water Corporation (WA) – Education Resources
https://www.watercorporation.com.au/Learn
National Water Week Australia
https://www.awa.asn.au/resources/latest-news/national-water-week
7. Animal Detectives
Investigate:
- animal tracks
- nests
- habitats
- camouflage
- life cycles
- nocturnal animals
- local wildlife
Use photographs and observations rather than disturbing wildlife.
Resources
Australian Museum – Animals
https://australian.museum/learn/animals/
WA Museum – Learning Resources
https://visit.museum.wa.gov.au/learn
8. Aboriginal Astronomy
Introduce children to Aboriginal and Torres Strait Islander perspectives of the night sky, including:
- the Emu in the Sky
- seasonal stars
- navigation
- storytelling
- caring for Country through astronomical knowledge.
Resources
CSIRO Indigenous STEM Education
https://www.csiro.au/en/education/programs/indigenous-stem-education
ABC Education – Indigenous Astronomy
https://www.abc.net.au/education
9. Loose Parts Engineering
Provide opportunities for children to design and construct using:
- sticks
- stones
- bark
- seed pods
- leaves
- recycled materials
- natural fibres
Encourage testing, redesigning and collaborative problem-solving.
Resources
Early Learning STEM Australia (ELSA)
https://www.elsa.edu.au/
National Science Week
https://www.scienceweek.net.au/
10. Science Investigation Stations
Create permanent inquiry areas featuring:
- magnets
- mirrors
- prisms
- shells
- fossils
- feathers
- bones
- microscopes
- measuring tools
- natural collections
Allow children to revisit investigations, ask questions, form theories and test ideas throughout the week.
Resources
Questacon – Education Resources
https://www.questacon.edu.au/learn-and-play
Australian Academy of Science – Education Resources
https://www.science.org.au/learning
QIP Write up
QA1 – Educational Program and Practice
Embedded Practice
Scientific inquiry was embedded throughout the curriculum, with educators intentionally incorporating observation, prediction, experimentation and reflection into everyday play experiences. Aboriginal and Torres Strait Islander scientific knowledge was respectfully integrated through learning about bush foods, Indigenous seasons, caring for Country and traditional ecological knowledge.
Critical Reflection
The team reflected on how science learning extended well beyond planned experiments and recognised that children’s everyday curiosity provided the richest opportunities for scientific investigation. Programming was expanded to include more sustained inquiry projects based on children’s interests.
Meaningful Engagement with Families and Community
Families contributed recyclable materials, natural resources, cultural knowledge and gardening expertise. Local environmental organisations and Aboriginal community resources enriched children’s scientific investigations and understanding of Country.
QA2 – Children’s Health and Safety
Embedded Practice
Children investigated healthy environments through gardening, nutrition, bush foods, water conservation, weather observations and sustainable practices. Risk assessments supported safe exploration while encouraging appropriate challenge and discovery.
Critical Reflection
Educators reflected on balancing children’s curiosity with risk management, ensuring investigations remained both safe and engaging while promoting resilience, confidence and independent problem solving.
Meaningful Engagement with Families and Community
Families shared healthy recipes using native ingredients and participated in gardening projects, strengthening children’s understanding of healthy lifestyles and sustainable living.
QA3 – Physical Environment
Embedded Practice
Indoor and outdoor environments became rich scientific learning spaces featuring gardens, nature investigation areas, loose parts, weather stations and sensory exploration zones. Native plants and habitats encouraged ongoing observation and inquiry.
Critical Reflection
The team evaluated how natural environments promoted deeper engagement than highly structured science activities and increased opportunities for sustained scientific investigation.
Meaningful Engagement with Families and Community
Families donated native plants, gardening equipment and natural materials. Community experts supported the establishment of sustainable outdoor learning environments.
QA4 – Staffing Arrangements
Embedded Practice
Educators collaborated to plan inquiry-based learning experiences, documenting children’s scientific thinking and extending investigations through intentional teaching conversations.
Critical Reflection
Professional discussions strengthened educators’ confidence in facilitating scientific inquiry without needing all the answers, recognising that learning alongside children modelled authentic curiosity.
Meaningful Engagement with Families and Community
Educators sought advice from environmental organisations, Aboriginal education resources and local experts to strengthen scientific knowledge and cultural authenticity.
QA5 – Relationships with Children
Embedded Practice
Educators valued children’s questions, theories and discoveries, encouraging investigation, experimentation and collaborative problem solving through responsive interactions.
Critical Reflection
The team recognised that listening carefully to children’s ideas often led to deeper scientific investigations than educator-directed activities, strengthening children’s agency and confidence.
Meaningful Engagement with Families and Community
Families shared children’s science interests from home, supporting continuity of learning and celebrating children’s curiosity across both environments.
QA6 – Collaborative Partnerships with Families and Communities
Embedded Practice
Families were invited to participate in science experiences, gardening projects, sustainability initiatives and investigations of local environments. Community partnerships expanded children’s understanding of science within everyday life.
Critical Reflection
Educators reflected that authentic community involvement strengthened children’s understanding that science exists beyond educational settings and is embedded within cultures, workplaces and everyday experiences.
Meaningful Engagement with Families and Community
Connections with Aboriginal organisations, environmental groups, botanical gardens and science organisations enriched learning and promoted respectful cultural perspectives.
QA7 – Governance and Leadership
Embedded Practice
Leadership supported science education through resource allocation, professional learning and curriculum planning that reflected inquiry, sustainability and Aboriginal and Torres Strait Islander perspectives.
Critical Reflection
The leadership team evaluated how National Science Week strengthened whole-service approaches to STEM, sustainability and cultural responsiveness and committed to embedding these practices throughout the year.
Meaningful Engagement with Families and Community
Leaders actively developed partnerships with community organisations to provide authentic scientific learning opportunities and strengthen children’s connections with Country and local environments.
Links and Resources
National Science Week
Early Learning STEM Australia (ELSA)
CSIRO Education
https://www.csiro.au/en/education
CSIRO Indigenous STEM Education
https://www.csiro.au/en/education/programs/indigenous-stem-education
Australian Academy of Science
Bureau of Meteorology – Indigenous Weather Knowledge
Australian Native Food & Botanicals
Kings Park Education (Western Australia)
https://www.bgpa.wa.gov.au/education
Australian Museum – Learning Resources
https://australian.museum/learn
Australian Children’s Education & Care Quality Authority (ACECQA)
Belonging, Being and Becoming – EYLF V2.0
https://www.acecqa.gov.au/nqf/national-approved-learning-frameworks
Reconciliation Australia
BEST Childcare Consulting
National Science Week reminds us that every child is born with the curiosity to ask questions, explore ideas and make sense of the world around them. By nurturing wonder through play, investigation, Aboriginal and Torres Strait Islander perspectives and meaningful connections with nature, we help children become confident learners, respectful custodians of Country and lifelong problem-solvers.
Science does not belong only in laboratories—it belongs in every garden, every conversation, every puddle, every seed and every child’s imagination.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating.
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