Please select at least one year level to view the content
Please select at least one Strand to view the content


Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives.



The Australian Curriculum: Science aims to ensure that students develop:

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live.


Key ideas

In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science, as shown Figure 1 below. These are embedded within each year level description and guide the teaching/learning emphasis for the relevant year level.



The three interrelated strands of science
The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills.


Science Scope and Sequence (PDF)

Resources and support materials for the Australian Curriculum: Science are available as PDF documents. 
Science: Sequence of content
Science: Sequence of achievement 




Year 2

Year 2 Level Description

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

Incorporating the key ideas of science

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

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

Year 2 Content Descriptions

Biological sciences

Living things grow, change and have offspring similar to themselves (ACSSU030 - Scootle )
  • representing personal growth and changes from birth
  • recognising that living things have predictable characteristics at different stages of development
  • exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
  • observing that all animals have offspring, usually with two parents

Chemical sciences

Different materials can be combined for a particular purpose (ACSSU031 - Scootle )
  • investigating the ways in which Aboriginal and Torres Strait Islander peoples combine different materials to produce utensils (hafting, weaving, sewing and gluing)

  • exploring the local environment to observe a variety of materials, and describing ways in which materials are used
  • investigating the effects of mixing materials together
  • suggesting why different parts of everyday objects such as toys and clothes are made from different materials
  • identifying materials such as paper that can be changed and remade or recycled into new products
    • Sustainability

Earth and space sciences

Earth’s resources are used in a variety of ways (ACSSU032 - Scootle )
  • considering how Aboriginal and Torres Strait Islander peoples live in regions with scarce resources or in sensitive environments

  • identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school
  • describing how a resource such as water is transferred from its source to its point of use
  • considering what might happen to humans if there were a change in a familiar available resource, such as water
    • Sustainability
  • identifying actions at school such as turning off dripping taps, that can conserve resources

Physical sciences

A push or a pull affects how an object moves or changes shape (ACSSU033 - Scootle )
  • investigating the push and pull movements of traditional Aboriginal and Torres Strait Islander children’s toys

  • exploring ways that objects move on land, through water and in the air
  • exploring how different strengths of pushes and pulls affect the movement of objects
  • identifying toys from different cultures that use the forces of push or pull
  • considering the effects of objects being pulled towards the Earth

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034 - Scootle )
  • recognising how Aboriginal and Torres Strait Islander peoples observe and describe developmental changes in living organisms and answer questions about when to harvest certain resources

  • describing everyday events and experiences and changes in our environment using knowledge of science
    • Sustainability
  • suggesting how everyday items work, using knowledge of forces or materials
  • identifying and describing sources of water

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035 - Scootle )
  • Sustainability
  • monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature
  • investigating how Aboriginal and Torres Strait Islander peoples use science to meet their needs, such as food supply

  • exploring how different cultures have made inks, pigments and paints by mixing materials
  • identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies
    • Sustainability
  • recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources
    • Sustainability

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037 - Scootle )
  • using the senses to explore the local environment to pose interesting questions, make inferences and predictions
  • thinking about ‘What will happen if...?’ type questions about everyday objects and events

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS038 - Scootle )
  • manipulating objects and materials and making observations of the results
  • researching with the use of simple information sources
  • sorting objects and events based on easily identified characteristics
Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039 - Scootle )
  • using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040 - Scootle )
  • constructing column and picture graphs with teacher guidance to record gathered information

  • comparing and discussing, with guidance, whether observations were expected

  • sorting information in provided tables or graphic organisers


Compare observations with those of others (ACSIS041 - Scootle )
  • discussing observations with other students to see similarities and differences in results


Represent and communicate observations and ideas in a variety of ways (ACSIS042 - Scootle )
  • presenting ideas to other students, both one-to-one and in small groups
  • discussing with others what was discovered from an investigation

Year 2 Achievement Standards

By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.

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

Year 2 Work Sample Portfolios