Strands and sub-strands
The Western Australian Curriculum: Science is presented in year levels from Pre-primary to Year 10. Content is organised under two interrelated strands:
- Science understanding
- Science inquiry
Together, the two strands provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
The content strands and sub-strands are illustrated below.
Science understanding
Science understanding refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time. Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena and applies that knowledge to new situations.
The Science understanding strand comprises four sub-strands; the content is described by year levels.
Students develop an understanding of living things, including animals, plants and microorganisms, and their interdependence and interactions within ecosystems. They explore life cycles, body systems, structural adaptations and behaviours; how these features aid survival; and how characteristics are inherited from one generation to the next. They consider the interdependence of biological systems at a range of scales and identify how these systems respond to change.
In this sub-strand, students develop the core concepts that:
- a diversity of living things has evolved on Earth over hundreds of millions of years; this process is ongoing
- biological systems are interdependent and interact with each other and their environment
- the forms and features of living things are related to the functions that their body systems perform.
Students develop an understanding of the composition and behaviour of substances. They classify substances based on their properties, such as solids, liquids and gases; or their composition, such as elements, compounds and mixtures. They explore physical changes, such as changes of state and dissolving, and investigate how chemical reactions result in the production of new substances. Students recognise that all substances consist of atoms, and that chemical reactions involve atoms in substances being rearranged and recombined to form new substances. They explore chemical systems at a range of scales, from sub-atomic to macroscopic, to examine relationships between atoms, properties of substances and energy.
In this sub-strand, students develop the core concepts that:
- the chemical and physical properties of substances are determined by their structure at a range of scales
- new substances are produced by rearranging atoms in existing substances; these changes involve energy transfer and transformation.
Students develop an understanding of Earth’s dynamic structure and view Earth as part of a larger celestial system. They explore how changes on Earth, such as day and night and the seasons relate to Earth’s rotation and its revolution around the Sun. Students explore the interactions and interdependencies of the systems that comprise the Earth system: the geosphere, biosphere, hydrosphere and atmosphere. They appreciate that living things depend on sustainability of the Earth system and investigate the influence of human activity on key processes, cycles and relationships.
In this sub-strand, students develop the core concepts that:
- Earth is part of an astronomical system; interactions between Earth and celestial bodies influence the Earth system
- the Earth system comprises dynamic and interdependent systems; interactions between these systems cause continuous change over a range of scales
- all living things are connected through Earth’s systems and depend on sustainability of the Earth system.
Students develop an understanding of forces and motion, and matter and energy. They investigate how an object’s motion is influenced by forces, such as frictional, magnetic, gravitational and electrostatic, and learn how to represent and predict these interactions. They develop an increasingly rich concept of energy and how energy transfer is associated with phenomena involving motion, heat, sound, light and electricity. They appreciate that concepts of force, motion, matter and energy apply to systems ranging in scale from atoms to the universe itself.
In this sub-strand, students develop the core concepts that:
- forces affect the motion and behaviour of objects
- energy can be transferred and transformed from one form to another and is conserved within systems.
Science inquiry
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, drawing valid conclusions and developing evidence-based arguments.
The Science inquiry strand comprises six sub-strands; the content is described in two-year bands
Students appreciate the important role of questions, predictions and hypotheses as drivers of scientific inquiry.
In this sub-strand, students develop the core concepts that:
- science inquiry involves making observations and predictions, asking questions, and constructing and testing explanations for natural and physical phenomena
- science inquiry may be done to describe a phenomenon, explore relationships, test a theory or model, or to design solutions.
Students learn to make decisions about how to investigate or solve a problem and carry out investigations, make observations and record data safely. They consider ethical issues associated with the generation or use of data and recognise and manage risk and safety. Students appreciate the important considerations and practices involved in the design of scientific investigations.
In this sub-strand, students develop the core concept that:
- science inquiries should be designed to systematically make observations, and generate or collect valid and reliable primary and secondary data in a safe, ethical and interculturally aware way.
Students learn to analyse and represent data in meaningful and useful ways, identify patterns and relationships in data and draw conclusions.
In this sub-strand, students develop the core concept that:
- mathematical thinking underpins science practices of representing objects and events, analysing data and modelling relationships.
Students learn to consider the quality of available evidence, and the merit or significance of a claim, proposition, explanation or argument with reference to that evidence. Students engage in the practices involved in refining and revising scientific ideas.
In this sub-strand, students develop the core concept that:
- evaluating evidence enables development of explanations, decision-making and solutions.
Students learn to convey information or ideas to others in ways appropriate to the purpose and audience. Students engage in practices involved in effective and purposeful communication for a variety of audiences.
In this sub-strand, students develop the core concept that:
- critiquing and communicating science ideas effectively is critical to advancing science and influencing environmental, social and economic futures.
Students explore how scientific knowledge, skills and applications affect individuals and communities, including informing their decisions and identifying responses to contemporary issues.
In this sub-strand, students develop the core concepts that:
- science knowledge is a result of individual and collaborative efforts, and advances reflect historical and global contributions
- science knowledge is built on empirical evidence; however, all science knowledge can be changed in light of new or reinterpreted evidence
- science, technology and engineering are interconnected; advances in one field can lead to advances in other fields.