Science v8.1

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Science v8.1

Pre-primary year Syllabus

Year Level Description

The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

From Pre-primary to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.

In Pre-primary, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.

Science Understanding

Biological sciences

Living things have basic needs, including food and water (ACSSU002)

Chemical Sciences

Objects are made of materials that have observable properties (ACSSU003)

Earth and space sciences

Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Physical sciences

The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science as a Human Endeavour

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Science Inquiry Skills

Questioning and predicting

Pose and respond to questions about familiar objects and events (ACSIS014)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating

Share observations and ideas (ACSIS012)

Pre-primary Achievement Standard

Science Understanding

By the end of Pre-primary, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Science as a Human Endeavour

Students suggest how the environment affects them and other living things.

Science Inquiry Skills

Students share and reflect on observations, and ask and respond to questions about familiar objects and events.



Year 1 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

From Pre-primary to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.

In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.

Science Understanding

Biological sciences

Living things have a variety of external features (ACSSU017)

Living things live in different places where their needs are met (ACSSU211)

Chemical Sciences

Everyday materials can be physically changed in a variety of ways (ACSSU018)

Earth and space sciences

Observable changes occur in the sky and landscape (ACSSU019)

Physical sciences

Light and sound are produced by a range of sources and can be sensed (ACSSU020)

Science as a Human Endeavour

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS025)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables through discussion, compare observations with predictions (ACSIS027)

Evaluating

Compare observations with those of others (ACSIS213)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS029)

Year 1 Achievement Standard

Science Understanding

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe the external features of living things and how different places meet the needs of living things. They describe changes in their local environment.

Science as a Human Endeavour

Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena.

Science Inquiry Skills

Students follow instructions to record and sort their observations and share them with others.



Year 2 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

From Pre-Primary to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.

In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.

Science Understanding

Biological sciences

Living things grow, change and have offspring similar to themselves (ACSSU030)

Chemical sciences

Different materials can be combined for a particular purpose (ACSSU031)

Earth and space sciences

Earth’s resources are used in a variety of ways (ACSSU032)

Physical sciences

A push or a pull affects how an object moves or changes shape (ACSSU033)

Science as a Human Endeavour

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Science Inquiry Skills

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS038)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)

Evaluating

Compare observations with those of others (ACSIS041)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS042)

Year 2 Achievement Standard

Science Understanding

By the end of Year 2, students describe changes to materials and living things, and how a push or a pull affects an object’s behaviour. They identify that certain materials and resources have different uses.

Science as a Human Endeavour

Students describe examples of where science is used in people’s daily lives.

Science Inquiry Skills

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.



Year 3 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.

Science Understanding

Biological sciences

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Chemical sciences

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Earth and space sciences

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

Physical sciences

Heat can be produced in many ways and can move from one object to another (ACSSU049)

Science as a Human Endeavour

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS058)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Year 3 Achievement Standard

Science Understanding

By the end of Year 3, students use their understanding of the rotation of Earth, the behaviour of heat and its effect on materials to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things.

Science as a Human Endeavour

Students describe how they can use science investigations to respond to questions.

Science Inquiry Skills

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.



Year 4 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.

Science Understanding

Biological sciences

Living things have life cycles (ACSSU072)

Living things depend on each other and the environment to survive (ACSSU073)

Chemical sciences

Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

Earth and space sciences

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Physical sciences

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science as a Human Endeavour

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Year 4 Achievement Standard

Science Understanding

By the end of Year 4, students describe how materials can be used and relate this to their observable properties. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal.

Science as a Human Endeavour

Students identify that science is used to understand the world around them.

Science Inquiry Skills

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and construct column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.



Year 5 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.

Science Understanding

Biological sciences

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Chemical sciences

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

Earth and space sciences

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)

Physical sciences

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science as a Human Endeavour

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Science Inquiry Skills

Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS091)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Year 5 Achievement Standard

Science Understanding

By the end of Year 5, students classify solids, liquids and gases according to their observable properties and behaviours. They describe everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the features of living things enables them to function in their environments.

Science as a Human Endeavour

Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions.

Science Inquiry Skills

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings.



Year 6 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and the value of accuracy in these measurements. They learn how to look for patterns and to use these to identify and explain relationships by drawing on evidence.

Science Understanding

Biological sciences

The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Chemical sciences

Changes to materials can be reversible or irreversible (ACSSU095)

Earth and space sciences

Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)

Physical sciences

Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)

Science as a Human Endeavour

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

Science Inquiry Skills

Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

Compare data with predictions and use as evidence in developing explanations (ACSIS221)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS108)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)

Year 6 Achievement Standard

Science Understanding

By the end of Year 6, students compare and classify reversible and irreversible observable changes to materials. They describe how energy can be transformed from one form to another in electrical circuits and can be generated from a range of sources.  They explain how natural events cause sudden change to Earth’s surface. They describe and predict the effect of environmental changes on living things.

Science as a Human Endeavour

Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical contributions.

Science Inquiry Skills

Students follow procedures to develop investigable questions and design investigations into simple relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations to communicate ideas, methods and findings.



Year 7 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.

In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.

Science Understanding

Biological sciences

Classification helps organise the diverse group of organisms (ACSSU111)

Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)

Chemical sciences

Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

Earth and space sciences

Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)

Some of Earth’s resources are renewable but others are non-renewable (ACSSU116)

Water is an important resource that cycles through the environment (ACSSU222)

Physical sciences

Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)

Science as a Human Endeavour

Nature and development of science

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)

Use and influence of science

Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)

People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)

Science Inquiry Skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)

Evaluating

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Communicating

Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Year 7 Achievement Standard

Science Understanding

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They classify and organise diverse organisms based on observable differences and predict the effect of human and environmental changes on interactions between organisms.

Science as a Human Endeavour

Students describe situations where scientific knowledge has been used to solve a real-world problem.

Science Inquiry Skills

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.



Year 8 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.

In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.

Science Understanding

Biological sciences

Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)

Chemical sciences

Properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)

Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)

Chemical change involves substances reacting to form new substances (ACSSU225)

Earth and space sciences

Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)

Physical sciences

Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)

Science as a Human Endeavour

Nature and development of science

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)

Use and influence of science

Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)

People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)

Science Inquiry Skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)

Evaluating

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)

Communicating

Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)

Year 8 Achievement Standard

Science Understanding

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of the states of matter. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare the different processes of rock formation. They describe the relationship between structure and function at cell, organ and body system levels.

Science as a Human Endeavour

Students explain how evidence has led to an improved understanding of a scientific idea and where science knowledge is used in various occupations.

Science Inquiry Skills

Students construct questions that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to identify and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data. They apply their scientific knowledge to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings.



Year 9 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.

In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.

Science Understanding

Biological sciences

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

Chemical sciences

All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)

Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)

Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)

Earth and space sciences

The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)

Physical sciences

Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)

Science as a Human Endeavour

Nature and development of science

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158)

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)

Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

Science Inquiry Skills

Questioning and predicting

Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

Planning and conducting

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS166)

Processing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

Evaluating

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)

Communicating

Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Year 9 Achievement Standard

Science Understanding

By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe wave and particle models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes and describe ecosystems with reference to interdependencies, energy transfers and flows of matter.

Science as a Human Endeavour

Students describe social and technological factors that have influenced scientific developments.

Science Inquiry Skills

Students design questions that can be investigated. They design methods that include the control and measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and inconsistencies in results. They analyse their methods and the quality of their data, and suggest actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas.



Year 10 Syllabus

Year Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.

Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.

Science Understanding

Biological sciences

Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)

Chemical sciences

The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)

Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)

Earth and space sciences

The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)

Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)

Physical sciences

Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)

The motion of objects can be described and predicted using the laws of physics (ACSSU229)

Science as a Human Endeavour

Nature and development of science

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)

Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Science Inquiry Skills

Questioning and predicting

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

Planning and conducting

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200)

Processing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)

Evaluating

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206)

Communicating

Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Year 10 Achievement Standard

Science Understanding

By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. They explain the concept of energy conservation and represent energy transfer and transformation within systems. Students describe and analyse interactions and cycles within and between Earth’s spheres. They describe the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution.

Science as a Human Endeavour

Students analyse how the models and theories they use have developed over time.

Science Inquiry Skills

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation. They describe how they have considered reliability, safety, fairness and ethical actions in their methods. When analysing data, selecting evidence and developing conclusions, they identify any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to the evidence cited. They construct evidence-based arguments and select appropriate representations to communicate science ideas.



ABLEWA Stage A

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and their content is taught in an integrated way.The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to bemade by the teacher.

From Stage A to Stage D, students are encouraged to develop their independence as they explore, participate and engage in the world around them. In Stage A students learn that observation and their senses can help them understand the world around them and the objects within it. They experience a range of activities that will assist them to attend to and explore the world around them with as much independence as possible. They are exposed to and encouraged to move from a pre-intentional to intentional state, and react to everyday objects, materials and living things. They are exposed to change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn to initiate and refine their responses and use their senses to gather different types of information.

Science Understanding

Biological sciences

Living things are part of the world around us (ACSSU002a)

Chemical sciences

Objects are part of the world around us (ACSSU003a)

Earth and space sciences

The world changes can affect how I feel/ react (ACSSU004a)

Physical sciences

Objects can be moved and touched (ACSSU005a)

Science as a Human Endeavour

Nature and development of science

There are objects in the world around me (ACSHE013a)

Science Inquiry Skills

Questioning and predicting

Engage and react to objects and events (ACSISO014a)

Planning and conducting

React and respond to changes in the world around them (ACSISO011a)

Processing and analysing data and information

Accept and reject objects and events from the world around them (ACSISO233a)

Communicating

Communicate by initiating and refining their responses and use of accept-or-reject gestures or actions (ACSISO012a)

Achievement standard

By the end of the Stage A, students react to the properties and behaviour of familiar objects. They react to environmental changes and respond to their effects through a positive or negative response.

Students initiate and communicate a response, acceptance or rejection of familiar objects and events.



ABLEWA Stage B

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and their content is taught in an integrated way.The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to bemade by the teacher.

From Stage A to Stage D, students are encouraged to develop their independence as they explore, participate and engage in the world around them. In Stage B, students play and use structured activities to make observations and use their senses to investigate the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that explorations and observations are a core part of science and use their senses to gather information.

Science Understanding

Biological sciences

Living things can look and feel different (ACSSU002b)

Chemical sciences

Objects can be the same or different and can look and feel different (ACSSU003b)

Earth and space sciences

The weather and time of day changes (ACSSU004b)

Physical sciences

Objects can be changed and manipulated by me (ACSSU005b)

Science as a Human Endeavour

Nature and development of science

The world and objects can be explored (ACSHE013b)

Science Inquiry Skills

Questioning and predicting

Engage in simple cause-and-effect exploration (ACSISO014b)

Planning and conducting

Explore using their senses (ACSISO011b)

Processing and analysing data and information

Develop an awareness of consequences and actions (ACSISO233b)

Communicating

Respond to language used to label and describe properties and begin to identify familiar objects (ACSISO012b)

Achievement standard

By the end of the Stage B, students can identify some familiar objects. They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the expected effect. Students assist the teacher in structured situations to record observations of the weather, familiar objects and events using real objects and visual aids. They communicate their choices and indicate ‘yes’ and ‘no’ responses to simple questions.



ABLEWA Stage C

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and their content is taught in an integrated way.The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to bemade by the teacher.

From Stage A to Stage D, students are encouraged to develop their independence as they explore, participate and engage in the world around them. In Stage C, students intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that exploring questions and making observations is a core part of science and use their senses to gather information.

Science Understanding

Biological sciences

Living things have different names and parts (ACSSU002c)

Chemical sciences

Objects have different names, properties and some can be manipulated and change (ACSSU003c)

Earth and space sciences

Weather involves sun, rain, wind and clouds and can be hot, cold and warm (ACSSU004c)

Physical sciences

I can move objects in different types of ways (ACSSU005c)

Science as a Human Endeavour

Nature and development of science

Objects and parts of the world have names and characteristics (ACSHE013c)

Science Inquiry Skills

Questioning and predicting

Supported to engage in simple scientific inquiry (ACSISO014c)

Planning and conducting

Supported to use the senses to identify some characteristics (ACSISO011c)

Processing and analysing data and information

Use ‘yes’ or ‘no’ response, pictures, photos, symbols, concrete objects to demonstrate their findings (ACSISO233c)

Communicating

Use pictures, photos, symbols, concrete objects and/or some simple familiar words to facilitate communication (ACSISO012c)

Achievement standard

By the end of the Stage C, students intentionally participate in structured investigations that look at the names and properties of living things and objects. They label, sort and group objects based on one specific property or characteristics. Students share discoveries through alternative augmentative communication and the use of objects, images and pictures.



ABLEWA Stage D

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and their content is taught in an integrated way.The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to bemade by the teacher.

From Stage A to Stage D, students are encouraged to develop their independence as they explore, participate and engage in the world around them. In Stage D, students are building their independence to observe and share what they discover about the characteristics and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that investigating objects, asking questions, seeking answers to questions and making observations are a core part of science, and use their senses to gather information.

Science Understanding

Biological sciences

Living things can be plants or animals (ACSSU002d)

Chemical sciences

Objects can be sorted into groups based on their properties, and some objects can be mixed and changed (ACSSU003d)

Earth and space sciences

Events and clothing are effected by weather and time of day (ACSSU004d)

Physical sciences

Objects can move differently using the same type of movement (ACSSU005d)

Science as a Human Endeavour

Nature and development of science

Science is about the world around me (ACSHE013d)

Science Inquiry Skills

Questioning and predicting

Actively join in exploration of familiar objects and events (ACSISO014d)

Planning and conducting

Actively observe, explore and manipulate (ACSISO011d)

Processing and analysing data and information

Use words to answer simple questions about observations and record observations using pictures and words (ACSISO233d)

Communicating

Use simple, scientific vocabulary and begin to describe their activities and observations, using both general and science-specific language (ACSISO012d)

Achievement standard

By the end of Stage D, students can identify and label many familiar objects and indicate some of their properties by using gesture, words, images and objects. They can sort objects based on two properties and can identify key characteristics of familiar plants and animals. Students can identify some ways the weather effects the environment and their clothing choices. Students share and demonstrate their understanding of objects and events through images, pictures, alternative and augmentative communication and simple statements.