Australian curriculum content descriptions

Year 3

Science understanding

(ACSSU049) Heat can be produced in many ways and can move from one object to another

Science as a human endeavour

(ACSHE051) Science knowledge helps people to understand the effect of their actions

Science inquiry skills

(ACSIS054) Suggest ways to plan and conduct investigations to find answers to questions

(ACSIS055) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

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

(ACSIS060) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

Year 4

Science understanding

(ACSSU074) Natural and processed materials have a range of physical properties that can influence their use

Science as a human endeavour

(ACSHE062) Science knowledge helps people to understand the effect of their actions

Science inquiry skills

(ACSIS065) Suggest ways to plan and conduct investigations to find answers to questions

(ACSIS066) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

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

(ACSIS071) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

Year 7

Science understanding

(ACSSU116) Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable

Science as a human endeavour

(ACSHE119) Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available

(ACSHE120) Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations

(ACSHE121) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity

Science inquiry skills

(ACSIS125) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

(ACSIS129) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate

(ACSIS130) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

(ACSIS132) Use scientific knowledge and findings from investigations to evaluate claims based on evidence

(ACSIS133) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate

Year 8

Science understanding

(ACSSU155) Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems

Science as a human endeavour

(ACSHE134) Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available

(ACSHE135) Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations

(ACSHE136) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity

Science inquiry skills

(ACSIS140) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

(ACSIS144) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate

(ACSIS145) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

(ACSIS234) Use scientific knowledge and findings from investigations to evaluate claims based on evidence

(ACSIS148) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate

Years 3 and 4

Design and technologies knowledge and understandings

(ACTDEK011) Investigate how forces and the properties of materials affect the behaviour of a product or system

(ACTDEK013) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

Design and technologies processes and production skills

(ACTDEP014) Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions

(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

(ACTDEP016) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions

(ACTDEP017) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment

(ACTDEP018) Plan a sequence of production steps when making designed solutions individually and collaboratively

Years 5 and 6

Design and technologies knowledge and understandings

(ACTDEK019) Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use

(ACTDEK020) Investigate how electrical energy can control movement, sound or light in a designed product or system

Design and technologies processes and production skills

(ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

(ACTDEP025) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

(ACTDEP026) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions

(ACTDEP027) Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

(ACTDEP028) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

Year 4

Geographical knowledge and understanding

(ACHASSK090) The use and management of natural resources and waste, and the different views on how to do this sustainably

Geographical inquiry and skills

(ACHASSI074) Locate and collect information and data from different sources, including observations

(ACHASSI075) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions

(ACHASSI077) Examine information to identify different points of view and distinguish facts from opinions

(ACHASSI078) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns

(ACHASSI079) Draw simple conclusions based on analysis of information and data

(ACHASSI080) Interact with others with respect to share points of view

(ACHASSI081) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

(ACHASSI082) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

Year 5

Geographical knowledge and understanding

(ACHASSK113) The environmental and human influences on the location and characteristics of a place and the management of spaces within them

Geographical inquiry and skills

(ACHASSI095) Locate and collect relevant information and data from primary and secondary sources

(ACHASSI096) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions

(ACHASSI099) Examine different viewpoints on actions, events, issues and phenomena in the past and present

(ACHASSI100) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

(ACHASSI101) Evaluate evidence to draw conclusions

(ACHASSI102) Work in groups to generate responses to issues and challenges

(ACHASSI103) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others

(ACHASSI104) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

(ACHASSI105) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions

Year 7

Geographical knowledge and understanding

(ACHASSK188) Factors that influence the decisions people make about where to live and their perceptions of the liveability of places

(ACHASSK190) The influence of environmental quality on the liveability of places

(ACHASSK192) Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe

Geographical inquiry and skills

(ACHGS047) Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts

(ACHGS048) Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources

(ACHGS049) Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies

(ACHGS050) Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate

(ACHGS051) Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships

(ACHGS052) Apply geographical concepts to draw conclusions based on the analysis of the data and information collected

(ACHGS053) Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

(ACHGS054) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal