Year 4 SyllabusTest
Year 4 Syllabus
Year Level Description
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.
Science Understanding
Biological sciences
Living things have life cycles (ACSSU072)
Living things depend on each other and the environment to survive (ACSSU073)
Chemical sciences
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)
Earth and space sciences
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
Physical sciences
Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
Science as a Human Endeavour
Nature and development of science
Science involves making predictions and describing patterns and relationships (ACSHE061)
Use and influence of science
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Science Inquiry Skills
Questioning and predicting
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
Planning and conducting
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
Processing and analysing data and information
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Evaluating
Reflect on investigations, including whether a test was fair or not (ACSIS069)
Communicating
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
Year 4 Achievement Standard
Science Understanding
At Standard, students describe how materials can be used and relate this to their observable properties. They describe how contact and non-contact forces affect interactions between objects. Students discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal.
Science as a Human Endeavour
Students identify that science is used to understand the world around them.
Science Inquiry Skills
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations. Students use provided tables and construct column graphs to organise data and identify patterns. They suggest explanations for observations and compare their findings with their predictions. Students suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.
Year Level Description
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.