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

Rationale

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.

Read More >>

Aims

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.

Read More >>

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.

Read More >>

Structure

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.

Read More >>

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 

Read More >>

Glossary

Read More >>

Year 10

Year 10 Level Description

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

Incorporating the key ideas of science

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

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


Year 10 Content Descriptions

Biological sciences

Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184 - Scootle )
  • describing the role of DNA as the blueprint for controlling the characteristics of organisms
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • using models and diagrams to represent the relationship between DNA, genes and chromosomes
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects
    • Interpret maps and diagrams

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

  • predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Numeracy

    Interpreting statistical information
    • Interpret chance events

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning
    • Apply proportional reasoning

  • describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185 - Scootle )
  • outlining processes involved in natural selection including variation, isolation and selection
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • describing biodiversity as a function of evolution
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • investigating changes caused by natural selection in a particular population as a result of a specified selection pressure such as artificial selection in breeding for desired characteristics
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • relating genetic characteristics to survival and reproductive rates
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

Chemical sciences

The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186 - Scootle )
  • recognising that elements in the same group of the periodic table have similar properties
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • describing the structure of atoms in terms of electron shells
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • explaining how the electronic structure of an atom determines its position in the periodic table and its properties
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • investigating the chemical activity of metals
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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

Using fractions, decimals, percentages, ratios and rates
  • Apply proportional reasoning
  • Interpret proportional reasoning

  • investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • predicting the products of different types of simple chemical reactions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

  • using word or symbol equations to represent chemical reactions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

  • investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Earth and space sciences

The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188 - Scootle )
  • identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • recognising that the age of the universe can be derived using knowledge of the Big Bang theory
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

  • describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189 - Scootle )
  • Sustainability
  • investigating how human activity affects global systems
    • Sustainability
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • explaining the causes and effects of the greenhouse effect
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • investigating the effect of climate change on sea levels and biodiversity
    • Sustainability
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • considering the long-term effects of loss of biodiversity
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • investigating currently occurring changes to permafrost and sea ice and the impacts of these changes
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • examining the factors that drive the deep ocean currents, their role in regulating global climate, and their effects on marine life
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Physical sciences

Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190 - Scootle )
  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

  • recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient
    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • using models to describe how energy is transferred and transformed within systems
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

The motion of objects can be described and predicted using the laws of physics (ACSSU229 - Scootle )
  • gathering data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using measurement
    • Estimate and measure with metric units
    • Operate with clocks, calendars and timetables

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

  • recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • using Newton’s Second Law to predict how a force affects the movement of an object
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

  • recognising and applying Newton’s Third Law to describe the effect of interactions between two objects
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Nature and development of science

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

Reasoning in decision making and actions
  • Reflect on ethical action

Understanding ethical concepts and issues
  • Explore ethical concepts in context

  • considering the role of different sources of evidence including biochemical, anatomical and fossil evidence for evolution by natural selection
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • investigating the development of the Watson and Crick double helix model for the structure of DNA
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • investigating the history and impact of developments in genetic knowledge
    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities
    • Consider points of view

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • investigating the development of the periodic table and how this was dependent on experimental evidence at the time
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Reflect on ethical action

  • considering the role of science in identifying and explaining the causes of climate change
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view
    • Explore rights and responsibilities

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

  • recognising that Australian scientists such as Brian Schmidt and Penny Sackett are involved in the exploration and study of the universe
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192 - Scootle )
  • recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

  • considering how computer modelling has improved knowledge and predictability of phenomena such as climate change and atmospheric pollution
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Exploring values, rights and responsibilities
    • Consider points of view

    Reasoning in decision making and actions
    • Reason and make ethical decisions
    • Consider consequences

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

  • researching examples of major international scientific projects, for example the Large Hadron Collider and the International Space Station
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • considering how information technology can be applied to different areas of science such as bioinformatics and the Square Kilometre Array
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194 - Scootle )
  • predicting future applications of aspects of nanotechnology on people’s lives

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Examine values
    • Consider points of view

    Reasoning in decision making and actions
    • Reflect on ethical action

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • describing how science is used in the media to explain a natural event or justify people’s actions

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Consider consequences
    • Reason and make ethical decisions
    • Reflect on ethical action

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • recognising that the study of the universe and the exploration of space involve teams of specialists from the different branches of science, engineering and technology

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • using knowledge of science to test claims made in advertising

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

    Reasoning in decision making and actions
    • Reason and make ethical decisions
    • Reflect on ethical action
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • considering how the computing requirements in many areas of modern science depend on people working in the area of information technology

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • considering the scientific knowledge used in discussions relating to climate change

    • Sustainability
    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities
    • Consider points of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • investigating the applications of gene technologies such as gene therapy and genetic engineering
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action
    • Reason and make ethical decisions

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • evaluating claims relating to environmental footprints
    • Sustainability
    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action
    • Reason and make ethical decisions

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities
    • Consider points of view

    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • recognising that scientific developments in areas such as sustainable transport and low-emissions electrical generation require people working in a range of fields of science, engineering and technology
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions
    • Consider consequences

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Consider points of view
    • Examine values

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Values and needs of contemporary society can influence the focus of scientific research (ACSHE230 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

  • investigating technologies associated with the reduction of carbon pollution, such as carbon capture
    • Sustainability
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Consider points of view
    • Examine values

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action
    • Reason and make ethical decisions

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • considering innovative energy transfer devices, including those used in transport and communication
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Consider consequences
    • Reason and make ethical decisions
    • Reflect on ethical action

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities
    • Consider points of view

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • investigating the use and control of CFCs based on scientific studies of atmospheric ozone
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions
    • Consider consequences

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • recognising that financial backing from governments or commercial organisations is required for scientific developments and that this can determine what research is carried out
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences
    • Reason and make ethical decisions

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Consider points of view
    • Examine values

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

  • considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisation such as insurance companies or medical facilities
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities
    • Examine values

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Questioning and predicting

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

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Inquiring – identifying, exploring and organising information and ideas
  • Pose questions

  • developing hypotheses based on well-developed models and theories
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • using internet research to identify problems that can be investigated
    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Define and plan information searches
    • Select and evaluate data and information
    • Locate, generate and access data and information

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • formulating questions that can be investigated within the scope of the classroom or field with available resources
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • developing ideas from students own or others' investigations and experiences to investigate further
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

  • evaluating information from secondary sources as part of the research process
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

Planning and conducting

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

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Ethical Understanding

Reasoning in decision making and actions
  • Reason and make ethical decisions

  • combining research using primary and secondary sources with a student's own experimental investigation
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • using modelling and simulations, including using digital technology, to investigate situations and events
    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Select and evaluate data and information
    • Define and plan information searches
    • Locate, generate and access data and information

    Managing and operating ICT
    • Manage digital data

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

  • deciding how much data are needed to produce reliable measurements
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • considering possible confounding variables or effects and ensuring these are controlled
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • identifying the potential hazards of chemicals or biological materials used in experimental investigations
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • identifying safety risks and impacts on animal welfare and ensuring these are effectively managed within the investigation
    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

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

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Information and Communication Technology (ICT) Capability

Managing and operating ICT
  • Select and use hardware and software

Investigating with ICT
  • Locate, generate and access data and information

Numeracy

Using measurement
  • Estimate and measure with metric units

  • selecting and using probes and data loggers to record information
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Locate, generate and access data and information

    Managing and operating ICT
    • Select and use hardware and software

    Numeracy

    Using measurement
    • Estimate and measure with metric units

  • applying specific skills for the use of scientific instruments
    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

  • identifying where human error can influence the reliability of data
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

Processing and analysing data and information

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

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Use knowledge of sentence structures

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Interpreting statistical information
  • Interpret data displays

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information

  • using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

  • describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population, acknowledging uncertainties and the effects of outliers
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Interpreting statistical information
    • Interpret data displays

  • exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Interpreting statistical information
    • Interpret data displays

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Select and evaluate data and information
    • Locate, generate and access data and information

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

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

Grammar knowledge
  • Use knowledge of sentence structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Draw conclusions and design a course of action

  • using primary or secondary scientific evidence to support or refute a conclusion
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

  • constructing a scientific argument showing how their evidence supports their claim
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

Evaluating

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

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Grammar knowledge
  • Use knowledge of sentence structures

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

Numeracy

Interpreting statistical information
  • Interpret data displays

  • evaluating the strength of a conclusion that can be inferred from a particular data set
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • distinguishing between random and systematic errors and how these can affect investigation results
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • identifying alternative explanations that are also consistent with the evidence
    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Examine values

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

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

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

  • researching the methods used by scientists in studies reported in the media
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

  • judging the validity of science-related media reports and how these reports might be interpreted by the public
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities
    • Consider points of view

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences
    • Reason and make ethical decisions

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

  • describing how scientific arguments, as well as ethical, economic and social arguments, are used to make decisions regarding personal and community issues
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Ethical Understanding

    Reasoning in decision making and actions
    • Reason and make ethical decisions
    • Reflect on ethical action
    • Consider consequences

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Communicating

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

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts
  • Deliver presentations
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

  • using the internet to facilitate collaboration in joint projects and discussions
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Grammar knowledge
    • Use knowledge of sentence structures
    • Express opinion and point of view
    • Use knowledge of words and word groups

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Communicating with ICT
    • Understand computer mediated communications
    • Collaborate, share and exchange

    Personal and Social Capability

    Social management
    • Work collaboratively

  • constructing evidence based arguments and engaging in debate about scientific ideas
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

  • presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts
    • Deliver presentations

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Consider consequences

    Personal and Social Capability

    Social management
    • Communicate effectively

  • using a range of representations, including mathematical and symbolic forms, to communicate science ideas
    Literacy

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Consider consequences


Year 10 Achievement Standards

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

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.


Year 10 Work Sample Portfolios