[ { "id": 89, "title": "ABLEWA Stage A", "year": "a", "subject": "Science", "descriptions": { "id": 89, "level_id": 89, "markdown": "

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 be made by the teacher.

\n

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.

\n" }, "standards": { "id": 89, "level_id": 89, "markdown": "

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.

\n

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

\n" }, "strands": [ { "id": 194, "level_id": 89, "strand_name": "Science Understanding", "subStrands": [ { "id": 785, "strand_id": 194, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 3806, "sub_strand_id": 785, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 786, "strand_id": 194, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 3807, "sub_strand_id": 786, "markdown": "

Objects are part of the world around us (ACSSU003a)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 787, "strand_id": 194, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 3808, "sub_strand_id": 787, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 788, "strand_id": 194, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 3809, "sub_strand_id": 788, "markdown": "

Objects can be moved and touched (ACSSU005a)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 195, "level_id": 89, "strand_name": "Science as a Human Endeavour", "subStrands": [ { "id": 789, "strand_id": 195, "header": "Nature and development of science", "position": 1, "textContents": [ { "id": 3810, "sub_strand_id": 789, "markdown": "

There are objects in the world around me (ACSHE013a)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 196, "level_id": 89, "strand_name": "Science Inquiry Skills", "subStrands": [ { "id": 790, "strand_id": 196, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 3811, "sub_strand_id": 790, "markdown": "

Engage and react to objects and events (ACSISO014a)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 791, "strand_id": 196, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 3812, "sub_strand_id": 791, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 792, "strand_id": 196, "header": "Processing and analysing data and information", "position": 3, "textContents": [ { "id": 3813, "sub_strand_id": 792, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 793, "strand_id": 196, "header": "Communicating", "position": 4, "textContents": [ { "id": 3814, "sub_strand_id": 793, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 90, "title": "ABLEWA Stage B", "year": "b", "subject": "Science", "descriptions": { "id": 90, "level_id": 90, "markdown": "

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 be made by the teacher.

\n

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.

\n" }, "standards": { "id": 90, "level_id": 90, "markdown": "

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.

\n" }, "strands": [ { "id": 197, "level_id": 90, "strand_name": "Science Understanding", "subStrands": [ { "id": 794, "strand_id": 197, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 3815, "sub_strand_id": 794, "markdown": "

Living things can look and feel different (ACSSU002b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 796, "strand_id": 197, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 3816, "sub_strand_id": 796, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 797, "strand_id": 197, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 3817, "sub_strand_id": 797, "markdown": "

The weather and time of day changes (ACSSU004b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 798, "strand_id": 197, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 3818, "sub_strand_id": 798, "markdown": "

Objects can be changed and manipulated by me (ACSSU005b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 199, "level_id": 90, "strand_name": "Science as a Human Endeavour", "subStrands": [ { "id": 799, "strand_id": 199, "header": "Nature and development of science", "position": 1, "textContents": [ { "id": 3819, "sub_strand_id": 799, "markdown": "

The world and objects can be explored (ACSHE013b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 200, "level_id": 90, "strand_name": "Science Inquiry Skills", "subStrands": [ { "id": 800, "strand_id": 200, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 3820, "sub_strand_id": 800, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 801, "strand_id": 200, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 3821, "sub_strand_id": 801, "markdown": "

Explore using their senses (ACSISO011b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 802, "strand_id": 200, "header": "Processing and analysing data and information", "position": 3, "textContents": [ { "id": 3822, "sub_strand_id": 802, "markdown": "

Develop an awareness of consequences and actions (ACSISO233b)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 803, "strand_id": 200, "header": "Communicating", "position": 4, "textContents": [ { "id": 3823, "sub_strand_id": 803, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 91, "title": "ABLEWA Stage C", "year": "c", "subject": "Science", "descriptions": { "id": 91, "level_id": 91, "markdown": "

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 be made by the teacher.

\n

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.

\n" }, "standards": { "id": 91, "level_id": 91, "markdown": "

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.

\n" }, "strands": [ { "id": 198, "level_id": 91, "strand_name": "Science Understanding", "subStrands": [ { "id": 795, "strand_id": 198, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 3824, "sub_strand_id": 795, "markdown": "

Living things have different names and parts (ACSSU002c)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 807, "strand_id": 198, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 3825, "sub_strand_id": 807, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 808, "strand_id": 198, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 3826, "sub_strand_id": 808, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 809, "strand_id": 198, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 3827, "sub_strand_id": 809, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 201, "level_id": 91, "strand_name": "Science as a Human Endeavour", "subStrands": [ { "id": 810, "strand_id": 201, "header": "Nature and development of science", "position": 1, "textContents": [ { "id": 3828, "sub_strand_id": 810, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 202, "level_id": 91, "strand_name": "Science Inquiry Skills", "subStrands": [ { "id": 811, "strand_id": 202, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 3829, "sub_strand_id": 811, "markdown": "

Supported to engage in simple scientific inquiry (ACSISO014c)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 812, "strand_id": 202, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 3830, "sub_strand_id": 812, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 813, "strand_id": 202, "header": "Processing and analysing data and information", "position": 3, "textContents": [ { "id": 3831, "sub_strand_id": 813, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 814, "strand_id": 202, "header": "Communicating", "position": 4, "textContents": [ { "id": 3832, "sub_strand_id": 814, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 92, "title": "ABLEWA Stage D", "year": "d", "subject": "Science", "descriptions": { "id": 92, "level_id": 92, "markdown": "

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 be made by the teacher.

\n

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.

\n" }, "standards": { "id": 92, "level_id": 92, "markdown": "

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.

\n" }, "strands": [ { "id": 203, "level_id": 92, "strand_name": "Science Understanding", "subStrands": [ { "id": 815, "strand_id": 203, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 3842, "sub_strand_id": 815, "markdown": "

Living things can be plants or animals (ACSSU002d)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 816, "strand_id": 203, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 3843, "sub_strand_id": 816, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 817, "strand_id": 203, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 3844, "sub_strand_id": 817, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 818, "strand_id": 203, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 3845, "sub_strand_id": 818, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 204, "level_id": 92, "strand_name": "Science as a Human Endeavour", "subStrands": [ { "id": 819, "strand_id": 204, "header": "Nature and development of science", "position": 1, "textContents": [ { "id": 3846, "sub_strand_id": 819, "markdown": "

Science is about the world around me (ACSHE013d)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 205, "level_id": 92, "strand_name": "Science Inquiry Skills", "subStrands": [ { "id": 820, "strand_id": 205, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 3847, "sub_strand_id": 820, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 821, "strand_id": 205, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 3848, "sub_strand_id": 821, "markdown": "

Actively observe, explore and manipulate (ACSISO011d)

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 822, "strand_id": 205, "header": "Processing and analysing data and information", "position": 3, "textContents": [ { "id": 3849, "sub_strand_id": 822, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 823, "strand_id": 205, "header": "Communicating", "position": 4, "textContents": [ { "id": 3850, "sub_strand_id": 823, "markdown": "

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

\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 67, "title": "Pre-primary", "year": "pp", "subject": "Science", "descriptions": { "id": 67, "level_id": 67, "markdown": "

In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child's funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.

\n

Science provides opportunities for children to explore, make observations and develop their understanding of their world.

\n

In Pre-primary, children recognise that plants and animals share the same basic needs, and these can be met by the places where they live. They observe everyday objects and the materials from which they are made. Children explore daily and seasonal changes and changes in the world around them. They explore factors that affect how objects move.

\n

Children learn that observations and experiences can be used to pose questions and make predictions. They participate in investigations, share their questions, predictions and ideas with others and develop scientific ideas about the natural and physical world.

\n" }, "standards": { "id": 67, "level_id": 67, "markdown": "

By the end of the year:

\n

Children describe the basic needs of plants and animals and how these are met by the places they live. They describe the observable properties of various materials used in everyday objects. Children describe how daily and seasonal changes in the environment affect everyday life. They describe the influence of size, shape, material and force on the movement of objects.

\n

Children in Pre-primary pose questions and make predictions based on their shared experiences and knowledge. They use their senses in guided investigations to make observations, discuss these and represent them in a variety of ways. Children discuss similarities between their predictions and observations.

\n" }, "strands": [ { "id": 137, "level_id": 67, "strand_name": "Science understanding", "subStrands": [ { "id": 439, "strand_id": 137, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 27510, "sub_strand_id": 439, "markdown": "

Plants and animals have basic needs that are met by the places they live

\n", "wa_code": "WAPSSUB1", "examples": [ { "id": 23345, "text_content_id": 27510, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 440, "strand_id": 137, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 27511, "sub_strand_id": 440, "markdown": "

Objects are made of various materials that have observable properties

\n", "wa_code": "WAPSSUC1", "examples": [ { "id": 23346, "text_content_id": 27511, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 441, "strand_id": 137, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 27512, "sub_strand_id": 441, "markdown": "

Daily and seasonal changes in the environment affect our local community and the world around us

\n", "wa_code": "WAPSSUE1", "examples": [ { "id": 23347, "text_content_id": 27512, "markdown": "\n" } ], "genCaps": [ { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 442, "strand_id": 137, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 27513, "sub_strand_id": 442, "markdown": "

The way objects move depends on factors, including their size, shape, material and the force applied

\n", "wa_code": "WAPSSUP1", "examples": [ { "id": 23348, "text_content_id": 27513, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] } ] }, { "id": 138, "level_id": 67, "strand_name": "Science inquiry", "subStrands": [ { "id": 443, "strand_id": 138, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 27514, "sub_strand_id": 443, "markdown": "

Pose questions and make predictions based on prior knowledge and shared experiences

\n", "wa_code": "WAPSSIQ1", "examples": [ { "id": 23349, "text_content_id": 27514, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 444, "strand_id": 138, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 27515, "sub_strand_id": 444, "markdown": "

Participate in guided and self-initiated investigations safely

\n", "wa_code": "WAPSSIPL1", "examples": [ { "id": 23350, "text_content_id": 27515, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 27516, "sub_strand_id": 444, "markdown": "

Make observations using comparison

\n", "wa_code": "WAPSSIPL2", "examples": [ { "id": 23351, "text_content_id": 27516, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 445, "strand_id": 138, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 27517, "sub_strand_id": 445, "markdown": "

Represent and discuss observations and identify patterns

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 446, "strand_id": 138, "header": "Evaluating", "position": 4, "textContents": [ { "id": 27518, "sub_strand_id": 446, "markdown": "

Discuss similarities and differences between predictions and observations

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 447, "strand_id": 138, "header": " Communicating", "position": 5, "textContents": [ { "id": 27519, "sub_strand_id": 447, "markdown": "

Share questions, predictions, observations and ideas with others

\n", "wa_code": "WAPSSICM1", "examples": [ { "id": 23354, "text_content_id": 27519, "markdown": "\n" } ], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 448, "strand_id": 138, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 27520, "sub_strand_id": 448, "markdown": "

Use the senses to learn about the natural and physical world and develop scientific ideas

\n", "wa_code": "WAPSSICL1", "examples": [ { "id": 23355, "text_content_id": 27520, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] } ] }, { "id": 70, "title": "Year 1", "year": "1", "subject": "Science", "descriptions": { "id": 70, "level_id": 70, "markdown": "

In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.

\n

Science provides opportunities for children to use their senses to observe and gather information, describe, make comparisons, sort and classify to create an order that is meaningful.

\n

In Year 1, children group plants and animals based on their observations of external features. They observe physical changes to materials to establish their composition remains unaffected. Children explore water as a natural resource and how it is used by people, plants and animals in different ways. They investigate how objects can move or change shape when force is applied.

\n

Children pose questions and make predictions and are introduced to ways of sorting and ordering data. They compare their observations with their predictions and communicate findings with others. Children use their science knowledge to make decisions and choices in their environment, such as how to stop an object in motion or how to look after water sources.

\n" }, "standards": { "id": 70, "level_id": 70, "markdown": "

By the end of the year:

\n

Children group plants and animals by observing their external features. They understand that physical changes to materials do not affect their composition. Children recognise that water is a natural resource that comes from a variety of sources and is used in different ways by plants, animals and people. They describe the strength and direction of a push or pull force and how it affects the motion and/or shape of an object.

\n

Children pose questions to explore science ideas and make predictions based on experiences and prior knowledge. They engage safely in guided investigations, making and recording observations, including informal measurements. Children use provided tables to sort data and represent it visually and with physical models. With guidance, children compare observations with predictions and identify further questions. They use everyday vocabulary to communicate observations and findings. Children use their science knowledge to help them make choices and decisions, such as choosing ways to manipulate materials to alter their appearance.

\n" }, "strands": [ { "id": 143, "level_id": 70, "strand_name": "Science understanding", "subStrands": [ { "id": 467, "strand_id": 143, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 26089, "sub_strand_id": 467, "markdown": "

Plants and animals have external features that serve a purpose and by which they can be grouped

\n", "wa_code": "WA1SSUB1", "examples": [ { "id": 21987, "text_content_id": 26089, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 476, "strand_id": 143, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 26091, "sub_strand_id": 476, "markdown": "

Materials can be changed physically without changing their composition

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 477, "strand_id": 143, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 26092, "sub_strand_id": 477, "markdown": "

Water is a natural resource that comes from a range of sources and is used by people, plants and animals in different ways

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 478, "strand_id": 143, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 26093, "sub_strand_id": 478, "markdown": "

The strength and direction of a push or a pull force affects how an object moves or changes shape

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] } ] }, { "id": 146, "level_id": 70, "strand_name": "Science inquiry", "subStrands": [ { "id": 479, "strand_id": 146, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 26094, "sub_strand_id": 479, "markdown": "

Pose questions and make predictions based on knowledge and experiences

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 480, "strand_id": 146, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 26095, "sub_strand_id": 480, "markdown": "

Engage in guided investigations to answer questions, test predictions, and assess risks

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 26096, "sub_strand_id": 480, "markdown": "

Make and record observations, including informal measurements

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Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 481, "strand_id": 146, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 26097, "sub_strand_id": 481, "markdown": "

Sort and order data using provided tables and represent data using visual or physical models

\n", "wa_code": "WA1SSIPR1", "examples": [ { "id": 21995, "text_content_id": 26097, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 482, "strand_id": 146, "header": "Evaluating", "position": 4, "textContents": [ { "id": 26098, "sub_strand_id": 482, "markdown": "

Compare observations to predictions and identify further questions for investigation

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 483, "strand_id": 146, "header": "Communicating", "position": 5, "textContents": [ { "id": 26099, "sub_strand_id": 483, "markdown": "

Communicate observations, ideas, and findings using everyday and scientific vocabulary

\n", "wa_code": "WA1SSICM1", "examples": [ { "id": 21997, "text_content_id": 26099, "markdown": "\n" } ], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 484, "strand_id": 146, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 26100, "sub_strand_id": 484, "markdown": "

Use science knowledge and understandings to make decisions and choices in their environment

\n", "wa_code": "WA1SSICL1", "examples": [ { "id": 21998, "text_content_id": 26100, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] } ] } ] }, { "id": 72, "title": "Year 2", "year": "2", "subject": "Science", "descriptions": { "id": 72, "level_id": 72, "markdown": "

In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.

\n

Science provides opportunities for children to use their senses to observe and gather information, describe, make comparisons, sort and classify to create an order that is meaningful.

\n

In Year 2, children explore the life cycles of plants and animals and the ways in which they grow, change and produce offspring. They build on their understanding of the properties of materials to recognise the purposes they serve and how the properties change when materials are combined. Children learn that Earth is a planet in the solar system that orbits a star (the Sun). They recognise that sound energy is produced by a variety of sources.

\n

Children build on their experiences of the physical world by engaging in guided investigations to explore ideas and answer questions. They make and record observations using informal measurements, and sort and order data using provided tables. They compare their observations with their predictions and identify further questions. Children use scientific vocabulary to explain observed phenomena and make decisions in their environment.

\n" }, "standards": { "id": 72, "level_id": 72, "markdown": "

By the end of the year:

\n

Children identify and sequence the life stages of specific plants and animals. They describe ways materials can be combined for different purposes. Children represent Earth's position in the solar system and its orbit around a star (the Sun). They recognise that sound is a form of energy produced by natural and human sources and can be sensed.

\n

Children pose questions to explore science ideas and make predictions based on experiences and prior knowledge. They make and record observations, including informal measurements, during guided investigations. They use provided organisers to sort, order and represent patterns in data. Children compare their observations with those of others and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas. Children use their science knowledge to help them make choices and decisions, such as selecting materials based on their ability to produce certain sounds.

\n" }, "strands": [ { "id": 147, "level_id": 72, "strand_name": "Science understanding", "subStrands": [ { "id": 485, "strand_id": 147, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 26171, "sub_strand_id": 485, "markdown": "

Plants and animals have life cycles through which they grow, change and have offspring

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 502, "strand_id": 147, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 26172, "sub_strand_id": 502, "markdown": "

Materials can be combined for a particular purpose

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 503, "strand_id": 147, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 26173, "sub_strand_id": 503, "markdown": "

Earth is a planet in the solar system that orbits a star (the Sun)

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 504, "strand_id": 147, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 26174, "sub_strand_id": 504, "markdown": "

Sound energy is produced by a range of natural and human-made sources and can be sensed

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] } ] }, { "id": 152, "level_id": 72, "strand_name": "Science inquiry", "subStrands": [ { "id": 505, "strand_id": 152, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 26175, "sub_strand_id": 505, "markdown": "

Pose questions and make predictions based on knowledge and experiences

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 506, "strand_id": 152, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 26176, "sub_strand_id": 506, "markdown": "

Engage in guided investigations to answer questions, test predictions, and assess risks

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 26177, "sub_strand_id": 506, "markdown": "

Make and record observations, including informal measurements

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Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 507, "strand_id": 152, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 26178, "sub_strand_id": 507, "markdown": "

Sort and order data using provided tables and represent data using visual or physical models

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 508, "strand_id": 152, "header": "Evaluating", "position": 4, "textContents": [ { "id": 26179, "sub_strand_id": 508, "markdown": "

Compare observations to predictions and identify further questions for investigation

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 509, "strand_id": 152, "header": "Communicating", "position": 5, "textContents": [ { "id": 26180, "sub_strand_id": 509, "markdown": "

Communicate observations, ideas, and findings using everyday and scientific vocabulary

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Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 510, "strand_id": 152, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 26181, "sub_strand_id": 510, "markdown": "

Use science knowledge and understandings to make decisions and choices in their environment

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] } ] }, { "id": 75, "title": " Year 3", "year": "3", "subject": "Science", "descriptions": { "id": 75, "level_id": 75, "markdown": "

In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.

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Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.

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In Year 3, students observe the characteristics of living things and use these to group them. They apply criteria to identify things as living, non-living or once-living. They recall the observable properties of solids and liquids and understand that a change of state is caused by adding or removing heat. Students identify important Earth resources and how humans and other living things use them in interconnected ways. They learn energy can be transferred and transformed.

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Students pose questions and make predictions. They plan and conduct fair investigations and compare their findings with others, and to their predictions. They represent observations and data using simple tables and column graphs or other visual or physical models and communicate ideas and findings using scientific vocabulary. Students use science knowledge to propose explanations for observed phenomena and solutions to problems.

\n" }, "standards": { "id": 75, "level_id": 75, "markdown": "

By the end of the year:

\n

Students group living things based on their characteristics and distinguish them from non-living and once-living things. They recall the observable properties of solids and liquids and understand that a change of state in a substance results from adding or removing heat. Students recognise that soils, rocks and minerals are important Earth resources and are used by both humans and other living things in different and interconnected ways. They understand that energy can be transferred and transformed.

\n

Students explore science ideas by posing guided questions about the effect on one variable of changing another. They make predictions, with assistance, and test them by planning and conducting safe investigations that account for variables to be kept the same. They make and record observations with some familiar scaled instruments, such as thermometers. They organise data using tables, column graphs or models. With support, they communicate findings using familiar scientific vocabulary. Students use science knowledge to propose explanations for observed phenomena and simple solutions to problems.

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Living things can be distinguished from non-living and once-living things, and grouped by their characteristics

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 512, "strand_id": 153, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 26219, "sub_strand_id": 512, "markdown": "

The observable properties of solids and liquids and how adding or removing heat leads to a change of state

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 513, "strand_id": 153, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 26220, "sub_strand_id": 513, "markdown": "

Soils, rocks and minerals are important Earth resources, and are used by humans and other living things in different and interconnected ways

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 514, "strand_id": 153, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 26221, "sub_strand_id": 514, "markdown": "

Energy can move from one thing to another (transfer), and change form (transform)

\n", "wa_code": "WA3SSUP1", "examples": [ { "id": 22118, "text_content_id": 26221, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 154, "level_id": 75, "strand_name": "Science inquiry", "subStrands": [ { "id": 515, "strand_id": 154, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 26222, "sub_strand_id": 515, "markdown": "

Pose questions and make predictions based on planned observations of phenomena that include variables to be measured and changed

\n", "wa_code": "WA3SSIQ1", "examples": [ { "id": 22119, "text_content_id": 26222, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 516, "strand_id": 154, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 26223, "sub_strand_id": 516, "markdown": "

Plan and conduct investigations, including elements of fair tests, and consider the material and equipment risks

\n", "wa_code": "WA3SSIPL1", "examples": [ { "id": 22120, "text_content_id": 26223, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 26224, "sub_strand_id": 516, "markdown": "

Make and record observations, including formal measurements using familiar scaled instruments

\n", "wa_code": "WA3SSIPL2", "examples": [ { "id": 22121, "text_content_id": 26224, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 517, "strand_id": 154, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 26225, "sub_strand_id": 517, "markdown": "

Organise and represent data using tables, column graphs and models to identify patterns

\n", "wa_code": "WA3SSIPR1", "examples": [ { "id": 22122, "text_content_id": 26225, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 518, "strand_id": 154, "header": "Evaluating", "position": 4, "textContents": [ { "id": 26226, "sub_strand_id": 518, "markdown": "

Compare findings with those of others, and to predictions; consider if investigations were fair; and identify questions for further investigation

\n", "wa_code": "WA3SSIE1", "examples": [ { "id": 22123, "text_content_id": 26226, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 519, "strand_id": 154, "header": "Communicating", "position": 5, "textContents": [ { "id": 26227, "sub_strand_id": 519, "markdown": "

Communicate ideas using scientific vocabulary

\n", "wa_code": "WA3SSICM1", "examples": [ { "id": 22124, "text_content_id": 26227, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 520, "strand_id": 154, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 26228, "sub_strand_id": 520, "markdown": "

Use science knowledge to propose explanations for observed phenomena and solutions to problems

\n", "wa_code": "WA3SSICL1", "examples": [ { "id": 22125, "text_content_id": 26228, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] } ] }, { "id": 78, "title": "Year 4", "year": "4", "subject": "Science", "descriptions": { "id": 78, "level_id": 78, "markdown": "

In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.

\n

Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.

\n

In Year 4, students represent the relationships between consumers, producers and decomposers using food chains. They investigate different materials and their properties and relate these to their use. Students appreciate that Earth's surface changes over time due to a variety of processes. They observe and investigate forces that operate from a distance, such as magnetism, and direct contact, such as friction.

\n

Students pose questions involving a changed variable and make predictions using their observations and science knowledge. Students plan investigations that include elements of fair tests and consider the material and equipment risks. They make and record observations and use formal measurements and familiar scaled instruments to collect and record data that they organise and represent using tables and column graphs to identify patterns. Students use science knowledge to propose explanations and solutions to problems and identify questions for further investigation.

\n" }, "standards": { "id": 78, "level_id": 78, "markdown": "

By the end of the year:

\n

Students describe the interaction between producers, consumers and decomposers in an ecosystem and represent these using food chains. They connect raw materials to the processed materials that are made from them and relate the use of materials to their observable properties. Students identify the processes that result in slow and rapid changes to Earth's surface over time. They identify contact and non-contact forces and describe, with examples, how they affect the behaviour of objects.

\n

Students explore science ideas by posing questions, with guidance, that include variables to measure and change. They make predictions based on observations and test them by planning and conducting scaffolded investigations. They make and record observations in a variety of ways and using a diversity of scaled instruments. They organise and represent data in tables, column graphs and models to identify patterns. They communicate findings using scientific vocabulary in correct contexts. Students use science knowledge to propose explanations for observed phenomena and solutions to problems.

\n" }, "strands": [ { "id": 159, "level_id": 78, "strand_name": "Science understanding", "subStrands": [ { "id": 537, "strand_id": 159, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 26374, "sub_strand_id": 537, "markdown": "

Producers, consumers and decomposers have roles within an ecosystem and interact in ways that can be represented by food chains

\n", "wa_code": "WA4SSUB1", "examples": [ { "id": 22270, "text_content_id": 26374, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 538, "strand_id": 159, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 26375, "sub_strand_id": 538, "markdown": "

Processed materials, including fibres, metals, glass and plastics, are made from raw materials, such as wool, ores, sand and oil, and have a range of physical properties that influence their use

\n", "wa_code": "WA4SSUC1", "examples": [ { "id": 22271, "text_content_id": 26375, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 539, "strand_id": 159, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 26376, "sub_strand_id": 539, "markdown": "

Weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface

\n", "wa_code": "WA4SSUE1", "examples": [ { "id": 22272, "text_content_id": 26376, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 540, "strand_id": 159, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 26377, "sub_strand_id": 540, "markdown": "

Forces are exerted by one object on another through direct contact, such as friction, or from a distance, such as magnetism and gravity

\n", "wa_code": "WA4SSUP1", "examples": [ { "id": 22273, "text_content_id": 26377, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 160, "level_id": 78, "strand_name": "Science inquiry", "subStrands": [ { "id": 541, "strand_id": 160, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 26378, "sub_strand_id": 541, "markdown": "

Pose questions and make predictions based on planned observations of phenomena that include variables to be measured and changed

\n", "wa_code": "WA4SSIQ1", "examples": [ { "id": 22274, "text_content_id": 26378, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 542, "strand_id": 160, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 26379, "sub_strand_id": 542, "markdown": "

Plan and conduct investigations, including elements of fair tests, and consider the material and equipment risks

\n", "wa_code": "WA4SSIPL1", "examples": [ { "id": 22275, "text_content_id": 26379, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 26380, "sub_strand_id": 542, "markdown": "

Make and record observations, including formal measurements using familiar scaled instruments

\n", "wa_code": "WA4SSIPL2", "examples": [ { "id": 22276, "text_content_id": 26380, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 543, "strand_id": 160, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 26381, "sub_strand_id": 543, "markdown": "

Organise and represent data using tables, column graphs and models to identify patterns

\n", "wa_code": "WA4SSIPR1", "examples": [ { "id": 22277, "text_content_id": 26381, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 544, "strand_id": 160, "header": "Evaluating", "position": 4, "textContents": [ { "id": 26382, "sub_strand_id": 544, "markdown": "

Compare findings with those of others, and to predictions; consider if investigations were fair; and identify questions for further investigation

\n", "wa_code": "WA4SSIE1", "examples": [ { "id": 22278, "text_content_id": 26382, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 545, "strand_id": 160, "header": "Communicating", "position": 5, "textContents": [ { "id": 26383, "sub_strand_id": 545, "markdown": "

Communicate ideas using scientific vocabulary

\n", "wa_code": "WA4SSICM1", "examples": [ { "id": 22279, "text_content_id": 26383, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 546, "strand_id": 160, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 26384, "sub_strand_id": 546, "markdown": "

Use science knowledge to propose explanations for observed phenomena and solutions to problems

\n", "wa_code": "WA4SSICL1", "examples": [ { "id": 22280, "text_content_id": 26384, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] } ] }, { "id": 79, "title": "Year 5", "year": "5", "subject": "Science", "descriptions": { "id": 79, "level_id": 79, "markdown": "

In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.

\n

Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.

\n

In Year 5, students describe the structural and behavioural adaptations of living things that enable them to survive in their environment. They model the motion and arrangement of atoms and molecules (particles) to explain observable properties of matter. Students model the relationship between the Sun and the planets in the solar system and illustrate how Earth's rotation on its axis and revolution around the Sun relate to observable cyclic phenomena. They explore light and recognise that it can be absorbed, reflected, refracted and form shadows.

\n

Students pose testable questions that include variables to be changed and measured. They plan and conduct safe investigations and use equipment to measure and record data. Students organise and represent data to identify the relationships between variables that are measured and changed. They compare their methods and findings with those of others, and to their predictions, and report on their investigations using suitable language features. Students use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research.

\n" }, "standards": { "id": 79, "level_id": 79, "markdown": "

By the end of the year:

\n

Students describe the structural and behavioural adaptations of various living things that enable survival in their environment. They describe and compare the observable properties and behaviours of solids, liquids and gases, and relate this to the arrangement of atoms and molecules (particles). Students model the relationship between the Sun and the planets in the solar system and illustrate how Earth's rotation on its axis and revolution around the Sun relate to observable cyclic phenomena. They identify sources of light, describe how light travels in a straight line and explain how it is reflected, refracted, absorbed, forms shadows and can be sensed.

\n

Students pose testable questions that include variables to be changed and measured. They apply science knowledge to make predictions and, with guidance, plan and conduct safe, fair investigations to test them. Students use a variety of equipment to observe, measure and record data that they organise using tables, graphs and models to identify the relationship between variables, including using line graphs to represent continuous data. Students compare their methodology with others to determine whether investigations were fair and identify ways to improve their process. They communicate their investigation procedure, data and results in various ways. Students use science knowledge to develop considered responses to problems, at a local level, through investigation and research.

\n" }, "strands": [ { "id": 161, "level_id": 79, "strand_name": "Science understanding", "subStrands": [ { "id": 547, "strand_id": 161, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 63931, "sub_strand_id": 547, "markdown": "

Living things have structural and behavioural adaptations that enable their survival in their environment

\n", "wa_code": "WA5SSUB1", "examples": [ { "id": 53924, "text_content_id": 63931, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 557, "strand_id": 161, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 63932, "sub_strand_id": 557, "markdown": "

The observable properties of solids, liquids and gases can be explained by the motion and arrangement of atoms and molecules (particles)

\n", "wa_code": "WA5SSUC1", "examples": [ { "id": 53925, "text_content_id": 63932, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 558, "strand_id": 161, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 63933, "sub_strand_id": 558, "markdown": "

The movement of Earth and other planets relative to the Sun and how Earth’s rotation on its axis and revolution around the Sun relate to cyclic observable phenomena, including the day/night cycle

\n", "wa_code": "WA5SSUE1", "examples": [ { "id": 53926, "text_content_id": 63933, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 559, "strand_id": 161, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 63934, "sub_strand_id": 559, "markdown": "

Light energy travels from a source in a straight path and can be absorbed, reflected, refracted, form shadows and be sensed

\n", "wa_code": "WA5SSUP1", "examples": [ { "id": 53927, "text_content_id": 63934, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 163, "level_id": 79, "strand_name": "Science inquiry", "subStrands": [ { "id": 560, "strand_id": 163, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 63935, "sub_strand_id": 560, "markdown": "

Pose testable questions that include variables to be measured and changed, and apply science knowledge to make predictions

\n", "wa_code": "WA5SSIQ1", "examples": [ { "id": 53928, "text_content_id": 63935, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 561, "strand_id": 163, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 63936, "sub_strand_id": 561, "markdown": "

Plan and conduct fair, safe and repeatable investigations

\n", "wa_code": "WA5SSIPL1", "examples": [ { "id": 53929, "text_content_id": 63936, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 63937, "sub_strand_id": 561, "markdown": "

Use equipment to observe, measure and record data

\n", "wa_code": "WA5SSIPL2", "examples": [ { "id": 53930, "text_content_id": 63937, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 562, "strand_id": 163, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 63938, "sub_strand_id": 562, "markdown": "

Organise and represent data using tables, graphs and models to identify the relationships between measured and changed variables

\n", "wa_code": "WA5SSIPR1", "examples": [ { "id": 53931, "text_content_id": 63938, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 563, "strand_id": 163, "header": "Evaluating", "position": 4, "textContents": [ { "id": 63939, "sub_strand_id": 563, "markdown": "

Compare findings with those of others, and to predictions; evaluate the fairness of an investigation and suggest improvements; and pose questions for further investigation

\n", "wa_code": "WA5SSIE1", "examples": [ { "id": 53932, "text_content_id": 63939, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 564, "strand_id": 163, "header": "Communicating", "position": 5, "textContents": [ { "id": 63940, "sub_strand_id": 564, "markdown": "

Communicate ideas in a variety of ways, including scientific reports with appropriate language features

\n", "wa_code": "WA5SSICM1", "examples": [ { "id": 53933, "text_content_id": 63940, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 565, "strand_id": 163, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 63941, "sub_strand_id": 565, "markdown": "

Use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research

\n", "wa_code": "WA5SSICL1", "examples": [ { "id": 53934, "text_content_id": 63941, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] }, { "id": 80, "title": "Year 6", "year": "6", "subject": "Science", "descriptions": { "id": 80, "level_id": 80, "markdown": "

In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.

\n

Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.

\n

In Year 6, students explore the relationship between the growth and survival of living things, changing conditions in their environment and the influence of human activities. They are introduced to ways to classify changes to substances as reversible and irreversible. Students explore the effects of sudden geological changes and extreme weather on the surface of Earth. They identify the role of the components in electrical circuits and learn to describe energy flows in terms of transfer and transformation.

\n

Students pose questions that include the variable to be changed and apply science knowledge to make reasoned predictions of the results. To test their predictions, they plan and conduct fair, repeatable investigations that include controlled variables. Students describe the observed relationships in the collected data between variables to be measured and changed, compare their results to their predictions and pose further questions to investigate. Students report on their investigation and findings using appropriate language features. They use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research.

\n" }, "standards": { "id": 80, "level_id": 80, "markdown": "

By the end of the year:

\n

Students explain how changes in conditions in the environment and the influence of human activities affect the growth and survival of living things. They classify and compare reversible and irreversible changes to substances. Students describe the effect of sudden geological changes and extreme weather on Earth's surface. They identify the role of circuit components, insulators and conductors in the transfer and transformation of electrical energy.

\n

Students pose testable questions that include variables to be changed and measured and apply science knowledge to make reasoned predictions. They plan and conduct safe, fair, repeatable investigations to test predictions and identify the relationship between variables. Students use equipment to generate and record data that they process and represent using tables, graphs and models to describe their findings, including using line graphs to represent continuous data. They evaluate the fairness of an investigation, identifying difficulties and ways to minimise these. They compare their results to their predictions, posing questions for further investigation. With assistance, students draw conclusions based on collected data and communicate these in various ways, including scientific reports. They use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research.

\n" }, "strands": [ { "id": 164, "level_id": 80, "strand_name": "Science understanding", "subStrands": [ { "id": 566, "strand_id": 164, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 63942, "sub_strand_id": 566, "markdown": "

The growth and survival of living things are affected by the changing conditions in their environment and the influence of human activities

\n", "wa_code": "WA6SSUB1", "examples": [ { "id": 53935, "text_content_id": 63942, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 567, "strand_id": 164, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 63943, "sub_strand_id": 567, "markdown": "

Materials can undergo reversible changes and irreversible changes

\n", "wa_code": "WA6SSUC1", "examples": [ { "id": 53936, "text_content_id": 63943, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 568, "strand_id": 164, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 63944, "sub_strand_id": 568, "markdown": "

The effect of sudden geological events on Earth’s surface, such as tsunamis, earthquakes and volcanic eruptions, and extreme weather, such as cyclones, extreme heat and floods

\n", "wa_code": "WA6SSUE1", "examples": [ { "id": 53937, "text_content_id": 63944, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 569, "strand_id": 164, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 63945, "sub_strand_id": 569, "markdown": "

The transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors

\n", "wa_code": "WA6SSUP1", "examples": [ { "id": 53938, "text_content_id": 63945, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 165, "level_id": 80, "strand_name": "Science inquiry", "subStrands": [ { "id": 570, "strand_id": 165, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 63946, "sub_strand_id": 570, "markdown": "

Pose testable questions that include variables to be measured and changed, and apply science knowledge to make predictions

\n", "wa_code": "WA6SSIQ1", "examples": [ { "id": 53939, "text_content_id": 63946, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 571, "strand_id": 165, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 63947, "sub_strand_id": 571, "markdown": "

Plan and conduct fair, safe and repeatable investigations

\n", "wa_code": "WA6SSIPL1", "examples": [ { "id": 53940, "text_content_id": 63947, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 63948, "sub_strand_id": 571, "markdown": "

Use equipment to observe, measure and record data

\n", "wa_code": "WA6SSIPL2", "examples": [ { "id": 53941, "text_content_id": 63948, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 572, "strand_id": 165, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 63949, "sub_strand_id": 572, "markdown": "

Organise and represent data using tables, graphs and models to identify the relationships between measured and changed variables

\n", "wa_code": "WA6SSIPR1", "examples": [ { "id": 53942, "text_content_id": 63949, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 573, "strand_id": 165, "header": "Evaluating", "position": 4, "textContents": [ { "id": 63950, "sub_strand_id": 573, "markdown": "

Compare findings with those of others, and to predictions; evaluate the fairness of an investigation and suggest improvements; and pose questions for further investigation

\n", "wa_code": "WA6SSIE1", "examples": [ { "id": 53943, "text_content_id": 63950, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 574, "strand_id": 165, "header": "Communicating", "position": 5, "textContents": [ { "id": 63951, "sub_strand_id": 574, "markdown": "

Communicate ideas in a variety of ways, including scientific reports with appropriate language features

\n", "wa_code": "WA6SSICM1", "examples": [ { "id": 53944, "text_content_id": 63951, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 575, "strand_id": 165, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 63952, "sub_strand_id": 575, "markdown": "

Use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research

\n", "wa_code": "WA6SSICL1", "examples": [ { "id": 53945, "text_content_id": 63952, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] }, { "id": 83, "title": "Year 7", "year": "7", "subject": "Science", "descriptions": { "id": 83, "level_id": 83, "markdown": "

In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Teaching and learning programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.

\n

Science provides opportunities for students to continue developing their understanding of important concepts and making connections between different areas of science and applications observed in their daily life.

\n

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 and food webs, to represent energy flow in ecosystems and predict impacts of human activity. They use the particle theory to explain the motion and arrangement of atoms and molecules in the different states of matter and select appropriate techniques to separate pure substances from mixtures. They explore different types of celestial objects, investigate relationships in the Earth-Sun-Moon system and use models to predict and explain events. They consider the impact of forces acting on objects, represent and predict the effects of unbalanced forces on motion and determine the type of mechanical advantage provided by simple machines.

\n

Students propose questions and make predictions based on scientific knowledge. They recognise risks when planning and conducting reproducible investigations. Students construct appropriate representations to organise and process data. They analyse data to describe patterns and relationships and use evidence to support conclusions. Students identify possible sources of error in their methods and suggest improvements. They use appropriate language and text features for their purpose and audience when communicating their ideas and findings. Students examine situations where development of scientific knowledge has benefited from collaboration and influenced the development of human activity.

\n" }, "standards": { "id": 83, "level_id": 83, "markdown": "

By the end of the year:

\n

Students use classification tools to classify and group organisms based on observable features. They represent the flow of energy in ecosystems and predict the impacts of human activity. They describe the motion and arrangement of atoms and molecules in solids, liquids and gases and describe techniques to separate pure substances in a mixture. They can classify celestial objects based on their observable properties and describe how the relative positions of Earth, the Sun and Moon affect phenomena on Earth. They can identify situations when friction, gravitational, magnetic and electrostatic forces are acting, represent and predict the effects of unbalanced forces on motion and identify the type of mechanical advantage provided by simple machines.

\n

Students plan and conduct reproducible investigations to test relationships and aspects of scientific models. They identify risks involved in conducting investigations. They use equipment to generate and record data with precision. They construct appropriate representations to organise data and information. They analyse data and information to describe patterns and relationships. They identify possible sources of error in methods and suggest improvements to their methods. They identify evidence to support their conclusions and support or dispute claims. They select and use language and text features appropriately for their purpose and audience when communicating their ideas and findings. They identify situations where development of scientific knowledge has benefited from collaboration and has influenced the development of human activity.

\n" }, "strands": [ { "id": 172, "level_id": 83, "strand_name": "Science understanding", "subStrands": [ { "id": 589, "strand_id": 172, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 63992, "sub_strand_id": 589, "markdown": "

Classification helps to order and organise the diversity of life on Earth into a hierarchy from kingdom to species; classification tools, including dichotomous keys, can be developed and used to classify organisms

\n", "wa_code": "WA7SSUB1", "examples": [ { "id": 53985, "text_content_id": 63992, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 63993, "sub_strand_id": 589, "markdown": "

Food chains and food webs can be used to represent energy flow in ecosystems and predict possible impacts of human activity

\n", "wa_code": "WA7SSUB2", "examples": [ { "id": 53986, "text_content_id": 63993, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 596, "strand_id": 172, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 63994, "sub_strand_id": 596, "markdown": "

Properties of the different states of matter can be explained by the motion and arrangement of atoms and molecules (particles); states can change with the addition or removal of energy

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Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 63995, "sub_strand_id": 596, "markdown": "

Mixtures, including solutions, contain a combination of pure substances that can be separated based on their physical properties; a variety of techniques can be used to separate mixtures, including sieving, magnetic separation, decantation, filtration, evaporation, crystallisation, chromatography and distillation

\n", "wa_code": "WA7SSUC2", "examples": [ { "id": 53988, "text_content_id": 63995, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 597, "strand_id": 172, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 63996, "sub_strand_id": 597, "markdown": "

Celestial objects can be classified as planets, stars, moons, asteroids, meteoroids, comets, constellations and galaxies; planets in our solar system have distinguishing features, including composition, temperature, size, orbit, rotation, tilt of axis, moons and rings

\n", "wa_code": "WA7SSUE1", "examples": [ { "id": 53989, "text_content_id": 63996, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 63997, "sub_strand_id": 597, "markdown": "

Predictable phenomena on Earth caused by its position relative to the Sun and the Moon, including lunar phases, eclipses, seasons and tides

\n", "wa_code": "WA7SSUE2", "examples": [ { "id": 53990, "text_content_id": 63997, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 598, "strand_id": 172, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 63998, "sub_strand_id": 598, "markdown": "

Change to an object’s motion is caused by unbalanced forces, including friction, gravitational, magnetic and electrostatic forces; the unit of measurement for force is the newton

\n", "wa_code": "WA7SSUP1", "examples": [ { "id": 53991, "text_content_id": 63998, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 63999, "sub_strand_id": 598, "markdown": "

Simple machines, including levers, inclined planes and wheels and axles, provide a mechanical advantage, including force, distance and speed advantage

\n", "wa_code": "WA7SSUP2\t", "examples": [ { "id": 53992, "text_content_id": 63999, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] } ] }, { "id": 175, "level_id": 83, "strand_name": "Science inquiry", "subStrands": [ { "id": 611, "strand_id": 175, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 64000, "sub_strand_id": 611, "markdown": "

Propose investigable questions and make predictions based on scientific knowledge to explore scientific models, identify patterns and test relationships

\n", "wa_code": "WA7SSIQ1", "examples": [ { "id": 53993, "text_content_id": 64000, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 612, "strand_id": 175, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 64001, "sub_strand_id": 612, "markdown": "

Plan and conduct reproducible investigations to answer questions; recognise and manage risks and consider ethical issues

\n", "wa_code": "WA7SSIPL1", "examples": [ { "id": 53994, "text_content_id": 64001, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64002, "sub_strand_id": 612, "markdown": "

Select and use equipment to generate and record data with precision, using digital tools as appropriate

\n", "wa_code": "WA7SSIPL2", "examples": [ { "id": 53995, "text_content_id": 64002, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 613, "strand_id": 175, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 64003, "sub_strand_id": 613, "markdown": "

Construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information

\n", "wa_code": "WA7SSIPR1", "examples": [ { "id": 53996, "text_content_id": 64003, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64004, "sub_strand_id": 613, "markdown": "

Analyse data and information to describe patterns and relationships, identify anomalies and draw conclusions based on evidence

\n", "wa_code": "WA7SSIPR2", "examples": [ { "id": 53997, "text_content_id": 64004, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 614, "strand_id": 175, "header": "Evaluating", "position": 4, "textContents": [ { "id": 64005, "sub_strand_id": 614, "markdown": "

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

\n", "wa_code": "WA7SSIE1", "examples": [ { "id": 53998, "text_content_id": 64005, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64006, "sub_strand_id": 614, "markdown": "

Construct evidence-based arguments to support conclusions or evaluate claims

\n", "wa_code": "WA7SSIE2", "examples": [ { "id": 53999, "text_content_id": 64006, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 615, "strand_id": 175, "header": "Communicating", "position": 5, "textContents": [ { "id": 64007, "sub_strand_id": 615, "markdown": "

Communicate ideas, findings and information for specific purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

\n", "wa_code": "WA7SSICM1", "examples": [ { "id": 54000, "text_content_id": 64007, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 616, "strand_id": 175, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 64008, "sub_strand_id": 616, "markdown": "

Illustrate how the development of scientific knowledge has benefited from collaboration across disciplines and the contributions of people from a range of cultures

\n", "wa_code": "WA7SSICL1", "examples": [ { "id": 54001, "text_content_id": 64008, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64009, "sub_strand_id": 616, "markdown": "

Illustrate how science understanding and skills have influenced the development of individual, community and workplace practices

\n", "wa_code": "WA7SSICL2", "examples": [ { "id": 54002, "text_content_id": 64009, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] }, { "id": 84, "title": "Year 8", "year": "8", "subject": "Science", "descriptions": { "id": 84, "level_id": 84, "markdown": "

In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Teaching and learning programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.

\n

Science provides opportunities for students to continue developing their understanding of important concepts and making connections between different areas of science and applications observed in their daily life.

\n

In Year 8, students are introduced to cells and explore specialised flowering plant and vertebrate systems. They are also introduced to the structure of atoms and use representations to distinguish between elements and compounds. They classify elements as metals and non-metals based on their physical properties and distinguish between physical and chemical changes. They continue to develop a view of Earth as a dynamic system, exploring the interactions between processes occurring at plate boundaries and the rock cycle and how these processes explain patterns of change on Earth. They use physical properties to classify rocks and minerals and examine how properties of rocks reflect their formation and influence their use. They classify different forms of energy as kinetic or potential and represent energy transfer and transformation in simple systems. They explore in more detail how heat is transferred and electrical energy is transferred and transformed.

\n

Students propose questions and make predictions based on scientific knowledge. They select appropriate equipment and manage risks when planning and conducting reproducible investigations. They select and construct appropriate representations to organise and process data. They analyse data to describe patterns and relationships and identify anomalies. They use evidence to support conclusions. They identify possible sources of error in their methods and suggest specific improvements. They select appropriate content, language and text features for their purpose and audience when communicating their ideas and findings. They examine situations where development of scientific knowledge has benefited from collaboration and influenced the development of human activity.

\n" }, "standards": { "id": 84, "level_id": 84, "markdown": "

By the end of the year:

\n

Students describe the role of cell structures. They describe the structure and function of flowering plant and vertebrate systems. They distinguish between elements and compounds and identify metals and non-metals based on their physical properties. They identify physical and chemical changes. They describe the geological features that form at plate boundaries. They describe the different processes of rock formation and classify rocks and minerals using their physical properties. They describe different forms of energy and represent transfer and transformation of energy in simple systems.

\n

Students plan and conduct reproducible investigations to test relationships and aspects of scientific models. They describe and manage risks involved in conducting investigations. They select and use equipment to generate and record data with precision. They select and construct appropriate representations to organise data and information. They analyse data and information to describe patterns and relationships and identify anomalies. They identify possible sources of error in methods and suggest specific improvements to their methods. They construct evidence-based arguments to support conclusions and support or dispute claims. They select and use language and text features appropriately for their purpose when communicating their ideas, findings and information to specific audiences. They describe situations where development of scientific knowledge has benefited from collaboration and has influenced the development of human activity.

\n" }, "strands": [ { "id": 176, "level_id": 84, "strand_name": "Science understanding", "subStrands": [ { "id": 617, "strand_id": 176, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 64052, "sub_strand_id": 617, "markdown": "

Cells are the basic units of living things and can be viewed with a compound microscope; cells contain organelles and structures with specialised functions; animal cells include the cell membrane, cytoplasm, nucleus and mitochondria; plant cells include the cell membrane, cytoplasm, nucleus, mitochondria, cell wall, chloroplasts and large vacuoles

\n", "wa_code": "WA8SSUB1", "examples": [ { "id": 54045, "text_content_id": 64052, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64053, "sub_strand_id": 617, "markdown": "

Flowering plant and vertebrate systems carry out specialised functions that enable them to survive and reproduce, including systems for gas exchange, transportation of materials around the organism and reproduction

\n", "wa_code": "WA8SSUB2", "examples": [ { "id": 54046, "text_content_id": 64053, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 633, "strand_id": 176, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 64054, "sub_strand_id": 633, "markdown": "

Matter is composed of atoms which contain protons, neutrons and electrons; matter can be classified as elements or compounds which can be compared using different representations, including symbols, formulae and models

\n", "wa_code": "WA8SSUC1", "examples": [ { "id": 54047, "text_content_id": 64054, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64055, "sub_strand_id": 633, "markdown": "

Elements of the periodic table can be classified as metals and non metals based on their physical properties

\n", "wa_code": "WA8SSUC2", "examples": [ { "id": 54048, "text_content_id": 64055, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64056, "sub_strand_id": 633, "markdown": "

Changes to substances can be classified as physical or chemical; chemical changes involve the formation of new substances

\n", "wa_code": "WA8SSUC3", "examples": [ { "id": 54049, "text_content_id": 64056, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 634, "strand_id": 176, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 64057, "sub_strand_id": 634, "markdown": "

The theory of plate tectonics explains global patterns of geological activity, including the formation of features at divergent, convergent and transform plate boundaries

\n", "wa_code": "WA8SSUE1", "examples": [ { "id": 54050, "text_content_id": 64057, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64058, "sub_strand_id": 634, "markdown": "

Rocks are composed of minerals; the key processes of the rock cycle are involved in the formation of igneous, sedimentary and metamorphic rocks; the properties of these rocks reflect their formation and influence their use

\n", "wa_code": "WA8SSUE2", "examples": [ { "id": 54051, "text_content_id": 64058, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64059, "sub_strand_id": 634, "markdown": "

Minerals can be classified using physical properties, including colour, streak, lustre, transparency, hardness and cleavage; useful resources can be extracted from minerals

\n", "wa_code": "WA8SSUE3", "examples": [ { "id": 54052, "text_content_id": 64059, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 635, "strand_id": 176, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 64060, "sub_strand_id": 635, "markdown": "

The different forms of energy can be classified as either kinetic or potential energy; energy transformations and transfers cause change within systems

\n", "wa_code": "WA8SSUP1", "examples": [ { "id": 54053, "text_content_id": 64060, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64061, "sub_strand_id": 635, "markdown": "

Heat is transferred by conduction in solids, convection in liquids and gases, and radiation in all states; heat can be reflected and absorbed

\n", "wa_code": "WA8SSUP2", "examples": [ { "id": 54054, "text_content_id": 64061, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64062, "sub_strand_id": 635, "markdown": "

The flow of electricity through a circuit is affected by the type of circuit; a load placed in a circuit transforms electrical energy into other forms of energy; safety switches and circuit breakers are devices installed in buildings to protect people and electrical systems

\n", "wa_code": "WA8SSUP3", "examples": [ { "id": 54055, "text_content_id": 64062, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 180, "level_id": 84, "strand_name": "Science inquiry", "subStrands": [ { "id": 636, "strand_id": 180, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 64063, "sub_strand_id": 636, "markdown": "

Propose investigable questions and make predictions based on scientific knowledge to explore scientific models, identify patterns and test relationships

\n", "wa_code": "WA8SSIQ1", "examples": [ { "id": 54056, "text_content_id": 64063, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 637, "strand_id": 180, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 64064, "sub_strand_id": 637, "markdown": "

Plan and conduct reproducible investigations to answer questions; recognise and manage risks and consider ethical issues

\n", "wa_code": "WA8SSIPL1\t", "examples": [ { "id": 54057, "text_content_id": 64064, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64065, "sub_strand_id": 637, "markdown": "

Select and use equipment to generate and record data with precision, using digital tools as appropriate

\n", "wa_code": "WA8SSIPL2\t", "examples": [ { "id": 54058, "text_content_id": 64065, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 638, "strand_id": 180, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 64066, "sub_strand_id": 638, "markdown": "

Construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information

\n", "wa_code": "WA8SSIPR1", "examples": [ { "id": 54059, "text_content_id": 64066, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64067, "sub_strand_id": 638, "markdown": "

Analyse data and information to describe patterns and relationships, identify anomalies and draw conclusions based on evidence

\n", "wa_code": "WA8SSIPR2", "examples": [ { "id": 54060, "text_content_id": 64067, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 639, "strand_id": 180, "header": "Evaluating", "position": 4, "textContents": [ { "id": 64068, "sub_strand_id": 639, "markdown": "

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

\n", "wa_code": "WA8SSIE1", "examples": [ { "id": 54061, "text_content_id": 64068, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64069, "sub_strand_id": 639, "markdown": "

Construct evidence-based arguments to support conclusions or evaluate claims

\n", "wa_code": "WA8SSIE2", "examples": [ { "id": 54062, "text_content_id": 64069, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 640, "strand_id": 180, "header": "Communicating", "position": 5, "textContents": [ { "id": 64070, "sub_strand_id": 640, "markdown": "

Communicate ideas, findings and information for specific purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

\n", "wa_code": "WA8SSICM1", "examples": [ { "id": 54063, "text_content_id": 64070, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 641, "strand_id": 180, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 64071, "sub_strand_id": 641, "markdown": "

Illustrate how the development of scientific knowledge has benefited from collaboration across disciplines and the contributions of people from a range of cultures

\n", "wa_code": "WA8SSICL1", "examples": [ { "id": 54064, "text_content_id": 64071, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64072, "sub_strand_id": 641, "markdown": "

Illustrate how science understanding and skills have influenced the development of individual, community and workplace practices

\n", "wa_code": "WA8SSICL2", "examples": [ { "id": 54065, "text_content_id": 64072, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] }, { "id": 85, "title": "Year 9", "year": "9", "subject": "Science", "descriptions": { "id": 85, "level_id": 85, "markdown": "

In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.

\n

Science provides opportunities for students to build on their understanding of important concepts and continue to develop scientific ideas and models to explain phenomena and events.

\n

In Year 9, students explore how adaptations enable organisms to survive and respond to changes in their external environment and the impact of abiotic and biotic components on ecosystems. They use the structure and properties of atoms to determine the atomic and mass numbers for elements and the arrangement of elements on the periodic table. They use chemical formula to represent covalent and ionic compounds and chemical equations to represent chemical reactions. They explore how interactions within and between Earth's spheres affect the carbon cycle, water cycle and global climate. They begin to develop a more sophisticated view of energy transfer by exploring wave and particle models of energy transfer for light and sound.

\n

Students propose questions and hypotheses to test relationships and develop models. They plan and conduct reproducible investigations and follow risk assessments when conducting investigations. They select and construct appropriate representations to organise, process and summarise data. They analyse data to describe patterns, relationships and anomalies and use a variety of evidence to support conclusions. They describe sources of error in methods and suggest ways to improve the quality of their data. They use content, language and text features to achieve their purpose when communicating their ideas, findings and arguments to specific audiences. They explore how advances in science, technologies and engineering are interconnected and examine how scientific responses impact society.

\n" }, "standards": { "id": 85, "level_id": 85, "markdown": "

By the end of the year:

\n

Students describe how plants and animals respond to external temperature changes and describe adaptations that enable them to survive. They describe the impact of abiotic and biotic factors on population size and species diversity. They describe the structure of atoms and the arrangement of elements in the periodic table. They write chemical formulae to represent simple compounds and word equations for chemical reactions. They describe how interactions within and between Earth's spheres affect the carbon cycle, water cycle and global climate. They describe wave and particle models of energy transfer for light and sound.

\n

Students plan and conduct reproducible investigations to test or identify relationships and models. They follow risk assessments when conducting investigations. They select and use equipment to generate and record replicable data. They select and construct appropriate representations to organise, process and summarise data and information. They analyse data and information to identify patterns, relationships and anomalies. They describe sources of error in methods and suggest ways to improve the quality of their data. They draw conclusions that identify patterns or relationships evident in their data. They construct arguments based on evidence to support conclusions and evaluate claims. They use content, language and text features to achieve their purpose when communicating their ideas, findings and arguments. They identify how advances in science, technologies and engineering are interconnected and describe how scientific responses are developed and can impact society.

\n" }, "strands": [ { "id": 181, "level_id": 85, "strand_name": "Science understanding", "subStrands": [ { "id": 642, "strand_id": 181, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 64031, "sub_strand_id": 642, "markdown": "

Plants and animals have structural, behavioural and physiological adaptations that enable their survival in their environment

\n", "wa_code": "WA9SSUB1", "examples": [ { "id": 54024, "text_content_id": 64031, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64032, "sub_strand_id": 642, "markdown": "

Organisms have mechanisms to respond to changes in their environment; endotherms and ectotherms respond differently to changes in external temperature; tropisms help plants respond to external stimuli

\n", "wa_code": "WA9SSUB2", "examples": [ { "id": 54025, "text_content_id": 64032, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64033, "sub_strand_id": 642, "markdown": "

Population size and species diversity can be affected by abiotic and biotic factors; sampling techniques can be used to monitor abiotic factors and estimate numbers of organisms; ecological monitoring can be used to inform ecosystem health and impacts of human activity

\n", "wa_code": "WA9SSUB3", "examples": [ { "id": 54026, "text_content_id": 64033, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 737, "strand_id": 181, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 64034, "sub_strand_id": 737, "markdown": "

The atomic number and mass number of an element can be used to determine the number of protons, neutrons and electrons in an atom of the element; isotopes of an element have the same number of protons but different numbers of neutrons in their nuclei and have the same chemical properties

\n", "wa_code": "WA9SSUC1", "examples": [ { "id": 54027, "text_content_id": 64034, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64035, "sub_strand_id": 737, "markdown": "

The structure and properties of atoms relate to the organisation of the elements in the periodic table; elements in the same group on the periodic table have similar properties

\n", "wa_code": "WA9SSUC2", "examples": [ { "id": 54028, "text_content_id": 64035, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64036, "sub_strand_id": 737, "markdown": "

Compounds are formed when electrons are transferred from one atom to another or are shared between atoms; non metal elements combine to form covalent substances; positively charged ions and negatively charged ions combine to form ionic compounds; compounds can be represented using chemical formulae and models

\n", "wa_code": "WA9SSUC3", "examples": [ { "id": 54029, "text_content_id": 64036, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64037, "sub_strand_id": 737, "markdown": "

Chemical reactions involve rearranging atoms to form new substances; word and balanced chemical equations can be used to represent the rearrangement of atoms in a chemical reaction and demonstrate the law of conservation of mass

\n", "wa_code": "WA9SSUC4", "examples": [ { "id": 54030, "text_content_id": 64037, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 738, "strand_id": 181, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 64038, "sub_strand_id": 738, "markdown": "

Global systems, including the carbon and water cycles, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere

\n", "wa_code": "WA9SSUE1", "examples": [ { "id": 54031, "text_content_id": 64038, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64039, "sub_strand_id": 738, "markdown": "

Changes to global systems can be used to explain patterns of global climate change

\n", "wa_code": "WA9SSUE2", "examples": [ { "id": 54032, "text_content_id": 64039, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 739, "strand_id": 181, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 64040, "sub_strand_id": 739, "markdown": "

Sound waves are longitudinal waves produced by vibrating objects; sound waves travel through solids, liquids and gases at different speeds; sound is reflected when coming into contact with a solid or liquid surface

\n", "wa_code": "WA9SSUP1\t", "examples": [ { "id": 54033, "text_content_id": 64040, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64041, "sub_strand_id": 739, "markdown": "

Light is an electromagnetic wave; light is made up of photons that have both particle and wave properties; light can be reflected from plane and curved mirrors and refracted when passing through concave and convex lenses

\n", "wa_code": "WA9SSUP2", "examples": [ { "id": 54034, "text_content_id": 64041, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] } ] }, { "id": 187, "level_id": 85, "strand_name": "Science inquiry", "subStrands": [ { "id": 740, "strand_id": 187, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 64042, "sub_strand_id": 740, "markdown": "

Propose investigable questions and hypotheses to test relationships and develop explanatory models

\n", "wa_code": "WA9SSIQ1\t", "examples": [ { "id": 54035, "text_content_id": 64042, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] } ] }, { "id": 741, "strand_id": 187, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 64043, "sub_strand_id": 741, "markdown": "

Plan and conduct valid and reproducible investigations to answer questions and test hypotheses; develop and follow risk assessments, and consider ethical issues

\n", "wa_code": "WA9SSIPL1", "examples": [ { "id": 54036, "text_content_id": 64043, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64044, "sub_strand_id": 741, "markdown": "

Select and use equipment to generate and record data with precision to obtain appropriate sample sizes and replicable data, using digital tools as appropriate

\n", "wa_code": "WA9SSIPL2", "examples": [ { "id": 54037, "text_content_id": 64044, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 742, "strand_id": 187, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 64045, "sub_strand_id": 742, "markdown": "

Select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information

\n", "wa_code": "WA9SSIPR1", "examples": [ { "id": 54038, "text_content_id": 64045, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64046, "sub_strand_id": 742, "markdown": "

Analyse and connect a variety of data and information to identify and explain patterns, relationships and anomalies, and draw conclusions based on evidence

\n", "wa_code": "WA9SSIPR2", "examples": [ { "id": 54039, "text_content_id": 64046, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 743, "strand_id": 187, "header": "Evaluating", "position": 4, "textContents": [ { "id": 64047, "sub_strand_id": 743, "markdown": "

Evaluate validity and reliability of methods and validity of conclusions, including identifying possible sources of error, and describe specific ways to improve the quality of the data

\n", "wa_code": "WA9SSIE1", "examples": [ { "id": 54040, "text_content_id": 64047, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64048, "sub_strand_id": 743, "markdown": "

Construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims

\n", "wa_code": "WA9SSIE2", "examples": [ { "id": 54041, "text_content_id": 64048, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 744, "strand_id": 187, "header": "Communicating", "position": 5, "textContents": [ { "id": 64049, "sub_strand_id": 744, "markdown": "

Communicate scientific ideas and information for specific purposes and audiences, including constructing evidence-based arguments and selection of appropriate content, language and text features, using digital tools as appropriate

\n", "wa_code": "WA9SSICM1", "examples": [ { "id": 54042, "text_content_id": 64049, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 745, "strand_id": 187, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 64050, "sub_strand_id": 745, "markdown": "

Illustrate how advances in scientific understanding often rely on developments in technologies and engineering and technological and engineering advances are often linked to scientific discoveries

\n", "wa_code": "WA9SSICL1", "examples": [ { "id": 54043, "text_content_id": 64050, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64051, "sub_strand_id": 745, "markdown": "

Illustrate how proposed scientific responses to contemporary issues may impact on society

\n", "wa_code": "WA9SSICL2", "examples": [ { "id": 54044, "text_content_id": 64051, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] }, { "id": 86, "title": "Year 10", "year": "10", "subject": "Science", "descriptions": { "id": 86, "level_id": 86, "markdown": "

In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.

\n

Science provides opportunities for students to build on their understanding of important concepts and continue to develop scientific ideas and models to explain phenomena and events.

\n

In Year 10, students investigate processes that underpin heredity and natural selection to understand the continuity of life. They develop a more sophisticated understanding of atomic theory and explore patterns and relationships within the periodic table to explain ionic and covalent bonding. They predict the effect of changing reactant and reaction conditions, use patterns of reactions to predict reaction products and represent reactions using chemical equations. They explore the key events in the formation of stars, galaxies and planetary systems and how space exploration has contributed to knowledge of the formation and evolution of the universe and improved life on Earth. They understand that motion and forces are related by applying physical laws and mathematical models. They apply the law of conservation of energy to analyse system efficiency.

\n

Students propose questions and hypotheses to test relationships and develop models. They develop and follow risk assessments when planning and conducting reproducible investigations with appropriate sample sizes and replicable data. They select and construct appropriate representations to organise, process and summarise data. They analyse data to describe patterns, relationships and anomalies and use a variety of evidence to support conclusions. They consider the validity and reliability of methods and suggest ways to improve the quality of the data. They use content, language and text features to achieve their purpose when communicating their ideas, findings and arguments to specific audiences. They explore how advances in science, technologies and engineering are interconnected and examine how scientific responses impact society.

\n" }, "standards": { "id": 86, "level_id": 86, "markdown": "

By the end of the year:

\n

Students describe the process of inheritance in terms of genes and predict the outcome of autosomal dominant/recessive crosses. They describe the processes involved in the theory of evolution by natural selection. They describe how the periodic table organises elements and use it to make predictions about types of bonding. They predict the effect of changing reactant and reaction conditions and use patterns of reactions to predict reaction products. They sequence key events in the formation of stars, galaxies and planetary systems and describe the benefits of space exploration. They recall Newton's laws of motion and use them to predict motion of objects in a system. They describe the concept of energy conservation and represent energy transfer and transformation within systems.

\n

Students plan and conduct valid and reproducible investigations to test or identify relationships and models. They follow risk assessments when conducting investigations. They select equipment and use it to generate and record appropriate sample sizes and replicable data. They select and construct appropriate representations to organise, process and summarise data and information. They analyse data and information to identify and describe patterns, relationships and anomalies. They describe the validity and reliability of methods and suggest ways to improve the quality of the data. They use evidence to draw conclusions that identify patterns or relationships evident in their data. They construct arguments based on analysis of a variety of evidence to support conclusions and evaluate claims. They use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to specific audiences. They describe how advances in science, technologies and engineering are interconnected and analyse scientific responses and how these responses impact society.

\n" }, "strands": [ { "id": 182, "level_id": 86, "strand_name": "Science understanding", "subStrands": [ { "id": 643, "strand_id": 182, "header": "Biological sciences", "position": 1, "textContents": [ { "id": 64010, "sub_strand_id": 643, "markdown": "

Cell division processes of meiosis and mitosis produce new cells with chromosome numbers specific to their role; chromosomes contain genes that are composed of DNA (deoxyribonucleic acid)

\n", "wa_code": "WA10SSUB1", "examples": [ { "id": 54003, "text_content_id": 64010, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64011, "sub_strand_id": 643, "markdown": "

Patterns of monohybrid inheritance, including autosomal dominant/recessive and sex-linked recessive inheritance, can be predicted using pedigrees and Punnett square crosses

\n", "wa_code": "WA10SSUB2", "examples": [ { "id": 54004, "text_content_id": 64011, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64012, "sub_strand_id": 643, "markdown": "

The theory of evolution by natural selection explains the past and present diversity of living things, including variation within a species, adaptations and speciation

\n", "wa_code": "WA10SSUB3", "examples": [ { "id": 54005, "text_content_id": 64012, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 776, "strand_id": 182, "header": "Chemical sciences", "position": 2, "textContents": [ { "id": 64013, "sub_strand_id": 776, "markdown": "

The ability of atoms to form chemical bonds can be explained by the arrangement of electrons in the atom; ionic bonding involves electron transfer and covalent bonding involves sharing of electrons

\n", "wa_code": "WA10SSUC1", "examples": [ { "id": 54006, "text_content_id": 64013, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64014, "sub_strand_id": 776, "markdown": "

Reactions follow general patterns that help to predict the reaction products, including precipitation reactions and reactions of acids with bases, metals and carbonates; word and balanced chemical equations can be used to represent these reactions

\n", "wa_code": "WA10SSUC2", "examples": [ { "id": 54007, "text_content_id": 64014, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64015, "sub_strand_id": 776, "markdown": "

The rate at which a reaction occurs can be altered by changing factors, including temperature, concentration and the surface area of a reactant

\n", "wa_code": "WA10SSUC3", "examples": [ { "id": 54008, "text_content_id": 64015, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 777, "strand_id": 182, "header": "Earth and space sciences", "position": 3, "textContents": [ { "id": 64016, "sub_strand_id": 777, "markdown": "

The formation of stars, galaxies and planetary systems has continued since the time of the Big Bang; stars have a life cycle determined by their mass

\n", "wa_code": "WA10SSUE1", "examples": [ { "id": 54009, "text_content_id": 64016, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64017, "sub_strand_id": 777, "markdown": "

Space exploration contributes to knowledge of the formation and evolution of the universe and Earth, as well as providing useful tools and technologies to improve our life on Earth

\n", "wa_code": "WA10SSUE2", "examples": [ { "id": 54010, "text_content_id": 64017, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] } ] }, { "id": 778, "strand_id": 182, "header": "Physical sciences", "position": 4, "textContents": [ { "id": 64018, "sub_strand_id": 778, "markdown": "

Motion can be quantitatively determined; quantities, including time, distance, displacement, speed, velocity and acceleration, can be classified as scalar or vector; vector diagrams can be used to represent the magnitude and direction of motion

\n", "wa_code": "WA10SSUP1", "examples": [ { "id": 54011, "text_content_id": 64018, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64019, "sub_strand_id": 778, "markdown": "

Newton’s laws of motion can be used to predict motion; the relationship between force, mass and acceleration of objects can be quantitatively determined

\n", "wa_code": "WA10SSUP2", "examples": [ { "id": 54012, "text_content_id": 64019, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64020, "sub_strand_id": 778, "markdown": "

The law of conservation of energy can be applied to analyse system efficiency in terms of energy inputs and outputs, transfers and transformations

\n", "wa_code": "WA10SSUP3", "examples": [ { "id": 54013, "text_content_id": 64020, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] } ] }, { "id": 193, "level_id": 86, "strand_name": "Science inquiry", "subStrands": [ { "id": 779, "strand_id": 193, "header": "Questioning and predicting", "position": 1, "textContents": [ { "id": 64021, "sub_strand_id": 779, "markdown": "

Propose investigable questions and hypotheses to test relationships and develop explanatory models

\n", "wa_code": "WA10SSIQ1", "examples": [ { "id": 54014, "text_content_id": 64021, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 780, "strand_id": 193, "header": "Planning and conducting", "position": 2, "textContents": [ { "id": 64022, "sub_strand_id": 780, "markdown": "

Plan and conduct valid and reproducible investigations to answer questions and test hypotheses; develop and follow risk assessments, and consider ethical issues

\n", "wa_code": "WA10SSIPL1", "examples": [ { "id": 54015, "text_content_id": 64022, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 29, "gen_cap_id": 5, "subject": "Science", "markdown": "

Students develop their understanding of ethical concepts and ethical decision-making processes in relation to science investigations, codes of practice, and the use of scientific information and science applications. They learn about ethical procedures for investigating and working with people, animals, data and materials. Students use scientific information to evaluate claims and to inform ethical decisions about a variety of social, environmental and personal issues. They consider their own roles as discerning citizens and learn to analyse biases and assumptions as they apply ethical concepts when making decisions in complex situations.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64023, "sub_strand_id": 780, "markdown": "

Select and use equipment to generate and record data with precision to obtain appropriate sample sizes and replicable data, using digital tools as appropriate

\n", "wa_code": "WA10SSIPL2", "examples": [ { "id": 54016, "text_content_id": 64023, "markdown": "\n" } ], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 26, "gen_cap_id": 7, "subject": "Science", "markdown": "

Students develop digital literacy as they operate and manage digital systems, practise digital safety and wellbeing, and while investigating, creating and communicating. In particular, they use digital literacy to access information; collect, analyse and represent data and information; model and interpret concepts and relationships; and communicate science ideas, processes and information.

\n

Digital tools such as animations and simulation software can support student understanding of abstract phenomena, as they give opportunities to view phenomena and test predictions that cannot be investigated through practical investigations in the classroom.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 781, "strand_id": 193, "header": "Processing, modelling and analysing", "position": 3, "textContents": [ { "id": 64024, "sub_strand_id": 781, "markdown": "

Select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information

\n", "wa_code": "WA10SSIPR1", "examples": [ { "id": 54017, "text_content_id": 64024, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] }, { "id": 64025, "sub_strand_id": 781, "markdown": "

Analyse and connect a variety of data and information to identify and explain patterns, relationships and anomalies, and draw conclusions based on evidence

\n", "wa_code": "WA10SSIPR2", "examples": [ { "id": 54018, "text_content_id": 64025, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 782, "strand_id": 193, "header": "Evaluating", "position": 4, "textContents": [ { "id": 64026, "sub_strand_id": 782, "markdown": "

Evaluate validity and reliability of methods and validity of conclusions, including identifying possible sources of error, and describe specific ways to improve the quality of the data

\n", "wa_code": "WA10SSIE1", "examples": [ { "id": 54019, "text_content_id": 64026, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } } ] }, { "id": 64027, "sub_strand_id": 782, "markdown": "

Construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims

\n", "wa_code": "WA10SSIE2", "examples": [ { "id": 54020, "text_content_id": 64027, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 25, "gen_cap_id": 2, "subject": "Science", "markdown": "

Students develop and use numeracy through investigation of science concepts and application of science inquiry practices. The Science understanding contentis closely linked to numeracy through the focus on scale and measurement, and patterns, order and organisation.

\n

Students develop numeracy by focusing on measurement and data collection when applying science inquiry practices. They identify patterns in data and use mathematical relationships to represent those patterns. They represent primary and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based arguments and conclusions. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

\n" } } ] } ] }, { "id": 783, "strand_id": 193, "header": "Communicating", "position": 5, "textContents": [ { "id": 64028, "sub_strand_id": 783, "markdown": "

Communicate scientific ideas and information for specific purposes and audiences, including constructing evidence-based arguments and selection of appropriate content, language and text features, using digital tools as appropriate

\n", "wa_code": "WA10SSICM1", "examples": [ { "id": 54021, "text_content_id": 64028, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 24, "gen_cap_id": 1, "subject": "Science", "markdown": "

In Science, students develop literacy capability as they explore and investigate. They comprehend and compose texts, including those that give information; describe events and phenomena; recount experiments; present and evaluate data; give explanations; and present ideas, opinions and claims. They comprehend and compose multimodal texts, such as charts, graphs, diagrams, pictures, maps, animations, models and visual media. Language structures and text structures are used to link information and ideas, give descriptions and explanations, formulate hypotheses and construct evidence-based arguments capable of expressing an informed position.

\n

Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire process in a single word, such as photosynthesis. Language is therefore essential in providing the link between the concept itself and student understanding, and assessing whether the student has understood the concept.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] }, { "id": 784, "strand_id": 193, "header": "Collaborating and applying", "position": 6, "textContents": [ { "id": 64029, "sub_strand_id": 784, "markdown": "

Illustrate how advances in scientific understanding often rely on developments in technologies and engineering and technological and engineering advances are often linked to scientific discoveries

\n", "wa_code": "WA10SSICL1", "examples": [ { "id": 54022, "text_content_id": 64029, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } } ] }, { "id": 64030, "sub_strand_id": 784, "markdown": "

Illustrate how proposed scientific responses to contemporary issues may impact on society

\n", "wa_code": "WA10SSICL2", "examples": [ { "id": 54023, "text_content_id": 64030, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 65, "gen_cap_id": 3, "subject": "Science", "markdown": "

Students develop critical and creative thinking as they learn to generate and evaluate ideas and possibilities when seeking new pathways or solutions. In the Science learning area, critical and creative thinking is embedded in the skills of questioning and predicting, solving problems through planning and conducting investigations, and analysing and evaluating evidence to make decisions and draw conclusions. Students develop an understanding of science concepts through inquiry that involves selecting appropriate information, evaluating sources of information to formulate hypotheses and reflecting on the processes used to reach evidence-based conclusions. Students’ conceptual understanding becomes more sophisticated as they acquire an increasingly scientific view of the world and the ability to examine it from new perspectives.

\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 28, "gen_cap_id": 4, "subject": "Science", "markdown": "

Students develop self-awareness and self-management skills as they direct their own learning, plan and carry out investigations, and become independent learners who can apply science understanding and practices to make decisions. They build skills in social awareness and social management as they engage in collaborative investigations that require them to work cooperatively in teams, share resources and processes, make group decisions and show leadership. Empathy and respect are developed as students identify and learn about diverse world views and perspectives that have informed the development of science, and ways in which different individuals and groups may perceive scientific knowledge, advances or solutions.

\n" } } ] } ] } ] } ] } ]