Science

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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.

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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.

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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.

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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.

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Content and achievement sequences

Resources and support materials for the Australian Curriculum: Science.

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Glossary

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Year 3

Year 3 Level Description

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

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.


Year 3 Content Descriptions

Biological sciences

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044 - Scootle )
  • investigating Aboriginal and Torres Strait Islander Peoples’ systems of classifying living things and how these systems differ from those used by contemporary science (OI.2, OI.3, OI.5)

  • recognising Aboriginal and Torres Strait Islander Peoples’ use of observable features to group living things (OI.2, OI.3, OI.5)

  • recognising characteristics of living things such as growing, moving, sensitivity and reproducing
    Critical and Creative Thinking

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

  • recognising the range of different living things
    Critical and Creative Thinking

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

  • sorting living and non-living things based on characteristics
    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

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

  • exploring differences between living, once living and products of living things
    Critical and Creative Thinking

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

Chemical sciences

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046 - Scootle )
  • investigating how changes of state in materials used by Aboriginal and Torres Strait Islander Peoples, such as beeswax or resins, are important for their use (OI.5)

  • investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate
    Critical and Creative Thinking

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

    Numeracy

    Using measurement
    • Estimate and measure with metric units

  • exploring how changes from solid to liquid and liquid to solid can help us recycle materials
    • 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

  • predicting the effect of heat on different materials
    Critical and Creative Thinking

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

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

Earth and space sciences

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048 - Scootle )
Numeracy

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

  • exploring how cultural stories of Aboriginal and Torres Strait Islander Peoples explain the cyclic phenomena involving sun, moon and stars and how those explanations differ from contemporary science understanding (OI.3, OI.5)

  • recognising the sun as a source of light
    Critical and Creative Thinking

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

  • constructing sundials and investigating how they work
    Critical and Creative Thinking

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

  • describing timescales for the rotation of the Earth
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • 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

    Text knowledge
    • Use knowledge of text structures

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

    Grammar knowledge
    • Use knowledge of sentence structures

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

  • modelling the relative sizes and movement of the sun, Earth and moon
    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Critical and Creative Thinking

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

Physical sciences

Heat can be produced in many ways and can move from one object to another (ACSSU049 - Scootle )
  • investigating the production and transfer of heat in Aboriginal and Torres Strait Islander Peoples’ methods of cooking, such as the use of ground ovens (OI.5)

  • describing how heat can be produced such as through friction or motion, electricity or chemically (burning)
    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 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

    Text knowledge
    • Use knowledge of text structures

  • identifying changes that occur in everyday situations due to heating and cooling
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

  • exploring how heat can be transferred through conduction
    Critical and Creative Thinking

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

  • recognising that we can feel heat and measure its effects using a thermometer
    Critical and Creative Thinking

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

    Numeracy

    Using measurement
    • Estimate and measure with metric units

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050 - Scootle )
Numeracy

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

  • researching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander Peoples (OI.3, OI.5)

    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

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

  • making predictions about change and events in our environment
    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

    Critical and Creative Thinking

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

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

  • considering how posing questions helps us plan for the future

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE051 - Scootle )
Personal and Social Capability

Social awareness
  • Contribute to civil society

Ethical Understanding

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

  • researching Aboriginal and Torres Strait Islander Peoples’ knowledge of the local natural environment, such as the characteristics of plants and animals (OI.2, OI.3, OI.5)

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    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

  • considering how heating affects materials used in everyday life
    Critical and Creative Thinking

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

  • investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners
  • considering how materials including solids and liquids affect the environment in different ways
    • Sustainability
    Critical and Creative Thinking

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

  • deciding what characteristics make a material a pollutant
    • Sustainability
    Critical and Creative Thinking

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

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053 - Scootle )
Literacy

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

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

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

  • consulting with and using existing knowledge held by Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions regarding invasive species

  • choosing questions to investigate from a list of possibilities
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

    Critical and Creative Thinking

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

  • jointly constructing questions that may form the basis for investigation
    Critical and Creative Thinking

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

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively
    • Communicate effectively

  • listing shared experiences as a whole class and identifying possible investigations
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Critical and Creative Thinking

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

    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively
    • Communicate effectively

  • working in groups to discuss things that might happen during an investigation
    Literacy

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

    Grammar knowledge
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

    Critical and Creative Thinking

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

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

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054 - Scootle )
Critical and Creative Thinking

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

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

Literacy

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

Word Knowledge
  • Understand learning area vocabulary

  • consulting with Aboriginal and Torres Strait Islander Peoples to guide the planning of scientific investigations, including safety considerations for field investigations

  • working with teacher guidance to plan investigations to test simple cause-and-effect relationships
    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
    • Listen and respond to learning area texts

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

  • discussing as a whole class ways to investigate questions and evaluating which ways might be most successful
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

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

    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively
    • Communicate effectively

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

  • discussing safety rules for equipment and procedures
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Communicate effectively

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055 - Scootle )
Information and Communication Technology (ICT) Capability

Managing and operating ICT
  • Select and use hardware and software
  • Manage digital data

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

Numeracy

Using measurement
  • Estimate and measure with metric units

Personal and Social Capability

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

  • recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm)
    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

    Numeracy

    Using measurement
    • Estimate and measure with metric units

  • using a variety of tools to make observations, such as digital cameras, thermometers, rulers and scales
    Numeracy

    Using measurement
    • Estimate and measure with metric units

    Information and Communication Technology (ICT) Capability

    Managing and operating ICT
    • Select and use hardware and software
    • Manage digital data

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057 - Scootle )
Critical and Creative Thinking

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

Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

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

Numeracy

Interpreting statistical information
  • Interpret data displays

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

  • using provided tables to organise materials and objects based on observable properties
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising 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

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

  • discussing how to graph data presented in a table
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Literacy

    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 words and word groups
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Reflect on processes

  • identifying and discussing numerical and visual patterns in data collected from students' own investigations and from secondary sources
    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
    • 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
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Visual Knowledge
    • Understand how visual elements create meaning

Compare results with predictions, suggesting possible reasons for findings (ACSIS215 - Scootle )
Critical and Creative Thinking

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

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

Literacy

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

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

Numeracy

Interpreting statistical information
  • Interpret chance events

  • discussing how well predictions matched results from an investigation and sharing ideas about what was learnt
    Literacy

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

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • 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
    • Reflect on processes

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

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS058 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Think about thinking (metacognition)
  • Reflect on processes

Numeracy

Interpreting statistical information
  • Interpret chance events

  • describing experiences of carrying out investigations to the teacher, small group or whole class
    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

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

  • discussing as a whole class the idea of fairness in testing
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

    Ethical Understanding

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

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060 - Scootle )
Literacy

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

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

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

Visual Knowledge
  • Understand how visual elements create meaning

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

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Numeracy

Using spatial reasoning
  • Interpret maps and diagrams

  • consulting Aboriginal and Torres Strait Islander Peoples’ representations of living things as evidenced and communicated through formal and informal sharing of information

  • acknowledging and exploring Aboriginal and Torres Strait Islander Peoples’ ways of communicating information about anatomical features of organisms

  • communicating with other students carrying out similar investigations to share experiences and improve investigation skill
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Reflect on processes

    Personal and Social Capability

    Social management
    • Communicate effectively

  • exploring different ways to show processes and relationships through diagrams, models and role play
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    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

    Personal and Social Capability

    Social management
    • Work collaboratively

  • using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Deliver presentations
    • 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
    • Interpret and analyse learning area texts

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary
    • Use spelling knowledge

    Numeracy

    Interpreting statistical information
    • Interpret data displays


Year 3 Achievement Standards

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.


Year 3 Work Sample Portfolios

Year 4

Year 4 Level Description

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

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.


Year 4 Content Descriptions

Biological sciences

Living things have life cycles (ACSSU072 - Scootle )
  • investigating how Aboriginal and Torres Strait Islander Peoples understand and utilise the life cycles of certain species (OI.2, OI.3, OI.5)

  • making and recording observations of living things as they develop through their life cycles
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

    Numeracy

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

    Critical and Creative Thinking

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

  • describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants
    Critical and Creative Thinking

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Text knowledge
    • Use knowledge of text structures

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

  • comparing life cycles of animals and plants
    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
    • Organise and process information

  • recognising that environmental factors can affect life cycles such as fire and seed germination
    • Sustainability
Living things depend on each other and the environment to survive (ACSSU073 - Scootle )
  • recognising how Aboriginal and Torres Strait Islander Peoples perceive themselves as being an integral part of the environment (OI.2, OI.3)

  • investigating how plants provide shelter for animals
    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

  • investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
    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
    • Identify and clarify information and ideas
    • Organise and process information

  • observing and describing predator-prey relationships
    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

    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

  • predicting the effects when living things in feeding relationships are removed or die out in an area
    • 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

    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

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

  • recognising that interactions between living things may be competitive or mutually beneficial
    Critical and Creative Thinking

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

Chemical sciences

Natural and processed materials have a range of physical properties that can influence their use (ACSSU074 - Scootle )
  • considering how Aboriginal and Torres Strait Islander Peoples use natural and processed materials for different purposes, such as tools, clothing and shelter, based on their properties (OI.5)

  • considering how Aboriginal and Torres Strait Islander Peoples’ knowledge of natural and processed materials informs the preparation of effective, vibrant and long-lasting paints (OI.5)

  • describing a range of common materials, such as metals or plastics, and their uses
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Use knowledge of sentence structures

    Critical and Creative Thinking

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

  • investigating a particular property across a range of materials
    Critical and Creative Thinking

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

  • selecting materials for uses based on their properties
  • considering how the properties of materials affect the management of waste or can lead to pollution
    • Sustainability
    Critical and Creative Thinking

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

Earth and space sciences

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075 - Scootle )
  • Sustainability
  • considering how Aboriginal and Torres Strait Islander Peoples’ fire management practices over tens of thousands of years have changed the distribution of flora and fauna in most regions of Australia (OI.3, OI.6)

  • collecting evidence of change from local landforms, rocks or fossils
    Critical and Creative Thinking

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

  • exploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks
    Critical and Creative Thinking

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

  • investigating the characteristics of soils
    Critical and Creative Thinking

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

  • considering how different human activities cause erosion of the Earth’s surface
    • Sustainability
    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

  • considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • 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

Physical sciences

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076 - Scootle )
Numeracy

Using measurement
  • Estimate and measure with metric units

Interpreting statistical information
  • Interpret data displays

  • investigating the effect of contact and non-contact forces on the movement of objects in traditional Aboriginal and Torres Strait Islander children’s instructive toys and games (OI.5)

  • observing qualitatively how speed is affected by the size of a force
    Critical and Creative Thinking

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

  • exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
    Critical and Creative Thinking

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

  • comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces
    Critical and Creative Thinking

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

  • investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling
    Critical and Creative Thinking

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

  • exploring the forces of attraction and repulsion between magnets
    Critical and Creative Thinking

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

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061 - Scootle )
Numeracy

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

  • considering how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander Peoples in everyday life (OI.1, OI.5)

    Numeracy

    Using measurement
    • Estimate and measure with metric units

    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

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

  • exploring ways in which scientists gather evidence for their ideas and develop explanations
    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
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

Personal and Social Capability

Social awareness
  • Contribute to civil society

  • investigating how a range of people, such as clothing designers, builders or engineers use science to select appropriate materials for their work
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • 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

  • considering methods of waste management and how they can affect the environment
    • Sustainability
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

  • exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment
    • Sustainability
    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

  • considering how to minimise the effects of erosion caused by human activity
    • Sustainability
    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
    • Contribute to civil society

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064 - Scootle )
Literacy

Word Knowledge
  • Understand learning area vocabulary

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

Critical and Creative Thinking

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

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

  • acknowledging and using information from Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions regarding life cycles

  • considering familiar situations in order to think about possible areas for investigation
    Critical and Creative Thinking

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

  • reflecting on familiar situations to make predictions with teacher guidance
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

  • choosing questions to investigate from a list of possibilities
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to 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

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065 - 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

Critical and Creative Thinking

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

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

  • exploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    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

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

  • working in groups, with teacher guidance, to plan ways to investigate questions
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively
    • Make decisions

    Critical and Creative Thinking

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

  • discussing and recording safety rules for equipment as a whole class
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

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

    Personal and Social Capability

    Social management
    • Make decisions
    • Communicate effectively
    • Work collaboratively

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066 - Scootle )
Information and Communication Technology (ICT) Capability

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

Managing and operating ICT
  • Manage digital data
  • Select and use hardware and software

Personal and Social Capability

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

Numeracy

Using measurement
  • Estimate and measure with metric units

  • making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Transfer knowledge into new contexts

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

    Numeracy

    Using measurement
    • Estimate and measure with metric units

    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

  • recognising the elements of a fair test and using these when planning the steps and processes of an investigation
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Reflect on processes

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

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068 - Scootle )
Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

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

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

  • identifying and discussing numerical and visual patterns in data collected from students' investigations and from other sources
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Numeracy

    Interpreting statistical information
    • Interpret data displays

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

    Critical and Creative Thinking

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

  • using provided graphic organisers to sort and represent information
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    Critical and Creative Thinking

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

  • discussing with teacher guidance which graphic organisers will be most useful in sorting or organising data arising from investigations
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Think about thinking (metacognition)

    Literacy

    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
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Interpreting statistical information
    • Interpret data displays

Compare results with predictions, suggesting possible reasons for findings (ACSIS216 - Scootle )
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
  • Evaluate procedures and outcomes

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
  • Comprehend texts

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

Numeracy

Interpreting statistical information
  • Interpret chance events

  • discussing how well predictions matched results from an investigation and proposing reasons for findings
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

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

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

  • comparing, in small groups, proposed reasons for findings and explaining their reasoning
    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
    • Use knowledge of words and word groups

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Work collaboratively

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

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

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069 - Scootle )
Numeracy

Interpreting statistical information
  • Interpret chance events

Critical and Creative Thinking

Reflecting on thinking and processes
  • Think about thinking (metacognition)
  • Reflect on processes

  • reflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer the question
    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
    • Express opinion and point of view

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Reflect on processes

  • discussing which aspects of the investigation helped improve fairness, and any aspects that weren't fair
    Ethical Understanding

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

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Reflect on processes

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071 - Scootle )
Literacy

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

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

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

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
  • Comprehend texts

Numeracy

Using spatial reasoning
  • Interpret maps and diagrams

  • communicating with other students carrying out similar investigations to share experiences and improve investigation skills
    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Communicate effectively

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Think about thinking (metacognition)

  • using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Literacy

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

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

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

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

    Visual Knowledge
    • Understand how visual elements create meaning


Year 4 Achievement Standards

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.


Year 4 Work Sample Portfolios