Science
Standards and Progression Points
In Science, standards for assessing and reporting on student achievement are
introduced at Level 3. The learning focus statements for Level
1 and Level 2
provide advice about learning experiences that will assist students to work
towards the achievement of the standards at Level 3.
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Progression point 2.25
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Progression point 2.5
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Progression point 2.75
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At 2.25, the work of a student progressing towards the standard at Level 3
demonstrates, for example:
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At 2.5, the work of a student progressing towards the standard at Level 3
demonstrates, for example:
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At 2.75, the work of a student progressing towards the standard at Level 3
demonstrates, for example:
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Science knowledge and understanding
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awareness of similarities and differences between materials in a group
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awareness of the living (biotic) and non-living (abiotic) components of the
environment
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knowledge of everyday changes related to one or more of matter, space, energy
and time; for example, the melting of ice to form water, storm damage,
personal use of resources, use of magnets to open and close doors, use of
pushes and pulls to change the shape of objects
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Science knowledge and understanding
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sorting of materials using basic criteria such as size, shape, colour and
weight, and awareness that different criteria will result in different
groupings
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knowledge of interactions that are observed occurring between living (biotic)
and non-living (abiotic) components of the environment
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knowledge of how change related to one or more of matter, space, energy and
time may be of benefit to society; for example, the use of heating and cooling
in cooking, use of brakes in bicycles, personal responsibility in litter
reduction, use of electromagnets, use of pushes and pulls to make objects move
and stop
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Science knowledge and understanding
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classification of a range of materials as solids, liquids and gases, with
reference to the observable properties of the materials
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understanding of events which may affect the sustainability of interactions
occurring between living (biotic) and non-living (abiotic) components of the
environment
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understanding of how change related to one or more of matter, space, energy
and time may both benefit and harm society; for example, forest destruction
and regeneration in bushfires, the risks and benefits of space travel,
personal and community action in recycling programs, the effect of magnets on
navigation, forces at work in cars, buses and trains
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Science at work
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recording of observations made during teacher-directed experiments involving
measurement and the collection and recording of data
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reporting of observations and experiments using both general and
science-specific language
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recognition of simple patterns evident in collected data
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awareness of safety procedures undertaken during experiments
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awareness of science activities occurring in the local community
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Science at work
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recording of observations made over time, subsequent predictions, and their
testing in teacher-guided experiments
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reporting of observations and experiments, using science-specific language to
record what went well and where difficulties were encountered
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recognition of trends evident in collected data
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use of specific safety procedures during experiments
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knowledge of the science involved in a social issue or problem
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Science at work
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generation of questions about situations and phenomena which lead to
collaborative planning, designing and conducting of experiments
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reporting of experiments, using science-specific language to record variables
and characteristics of a fair test
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understanding of patterns and related trends evident in collected data
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understanding and recording of required safety procedures during experiments
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understanding of how the work of a particular scientist has benefited society
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The learning focus
statement provides advice about learning experiences that will assist students
to work towards the achievement of the standards at Level 3.
Level 3 standard
Science knowledge and understanding
At Level 3, students classify a range of materials such as solids, liquids and
gases according to observable properties, and demonstrate understanding that
this system of classification of substances is sometimes problematic. Students
describe examples of reversible and non-reversible changes in substances.
Students identify the actions of forces in everyday situations. They use the
words push and pull in discussing how things can be moved and
stopped. They identify forms of energy and energy transformations in the
everyday world. They use appropriate scientific vocabulary to describe and
explain their observations and investigations.
Students identify and describe the structural features of living things,
including plants and animals. They identify how these features operate
together to form systems which support living things to survive in their
environments. They distinguish between biotic and abiotic factors in their
environment and describe interactions that occur between them. They describe
natural physical and biological conditions, and human influences in the
environment, which affect the survival of living things. They describe the
relationship between day and night and the rotation of the Earth. Students
explain how features of the landscape are altered by processes of weathering
and erosion.
Science at work
At Level 3, students plan, design, conduct and report collaboratively on
experiments related to their questions about living and non-living things and
events. They select and use simple measuring equipment, use a range of
appropriate methods to record observations, and comment on trends. They
describe the concept of a fair test and identify the variables associated with
an experiment. They develop fair tests to make comparisons and explain how
they have controlled experimental variables.
Students describe safety requirements and procedures associated with
experiments. They explain how scientific knowledge is used, or could be used,
to solve a social issue or problem. They describe aspects of the work of
scientists and how this has contributed to science knowledge.
Progressing towards Level 4, Level 5,
Level 6 and Beyond Level 6
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Progression point 3.25
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Progression point 3.5
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Progression point 3.75
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At 3.25, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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At 3.5, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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At 3.75, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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Science knowledge and understanding
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awareness of the characteristics and effects of change in chemical, physical,
biological, earth and/or space science contexts; for example, dissolving
bicarbonate of soda in vinegar, the effect of gravity on objects on Earth,
growing plants in a greenhouse, use of Earth resources
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awareness of the connections between concepts related to one or more of
matter, space, energy and time
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knowledge of the components of systems; for example, organs of the digestive
system, layers within and surrounding the Earth, organisms in a food chain,
lenses in a periscope
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Science knowledge and understanding
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comparison of the effects of change in chemical, physical, biological, earth
and/or space science contexts; for example, the changing proportions of
reacting materials on the nature of products, floating and sinking, forces
that require contact such as in hitting a ball, mining operations
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knowledge of the connections between concepts related to one or more of
matter, space, energy and time
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understanding of the relationships that exist between components of systems;
for example, comparison of the role of the small and large intestine in
digestion, solar/lunar eclipses, energy requirements of organisms in a food
chain, double pump action of the heart
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Science knowledge and understanding
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knowledge of the consequences of change in terms of cause and effect applied
in chemical, physical, biological, earth and/or space science contexts; for
example, volcanic activity, effect of forces that do not always require
contact (such as magnetism), global warming, rehabilitation of mine sites
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knowledge of the connections between concepts related to one or more of
matter, space, energy and time and application of these concepts in everyday
contexts
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understanding of how a system and/or its components adapt to change; for
example, changes in the respiratory system in response to exercise, the effect
of predators on a food chain, construction and modification of a solar
barbeque for improved efficiency
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Science at work
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planning and reporting of experiments, including statements of purpose, lists
of materials and equipment, and labelled diagrams that explain procedures
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systematic collection of data
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application of safe and ethical procedures in performing experiments,
including responsible handling of standard equipment and materials
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construction of a simple model, following teacher directions, that illustrates
a scientific concept
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knowledge of a sustainable practice undertaken in homes
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knowledge of the social impact of science; for example, refrigeration,
antibiotic development
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Science at work
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design and reporting of experiments, including statements of purpose, labelled
diagrams and symbols that explain procedures, and justification for equipment
used
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systematic collection of data to enable reasonable conclusions to be drawn
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application of safe and ethical procedures in performing experiments,
including responsible handling of specialised equipment and materials
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with teacher guidance, design and construction of a simple model, that
illustrates a scientific concept
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knowledge of sustainable practices that may be undertaken in homes and in the
local environment
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comparison of how people in a wide range of occupations and cultures use
science in their work and leisure
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Science at work
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design and reporting of experiments, including statements of purpose, labelled
diagrams and symbols that explain procedures, and justification for the type
of data collected and equipment used
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systematic collection and analysis of data including valid conclusions and
identification of relationships between variables
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application of safe and ethical procedures, including risk management plans
for handling of equipment and materials
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design and construction of a simple model, including annotations, that
illustrates understanding of a scientific concept
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knowledge of additional sustainable practices which could be undertaken at
home and in the local environment
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understanding of how the work of a scientist may have both positive and
negative outcomes for society
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The learning focus
statement provides advice about learning experiences that will assist students
to work towards the achievement of the standards at Level 4.
Level 4 standard
Science knowledge and understanding
At Level 4, students explain change in terms of cause and effect. They
identify the characteristics of physical and chemical changes. They describe
how substances change during reactions. They identify and compare the
properties of the new or changed material/s with those of the original
material/s. Students explain the role of chemical change in the production of
new materials. They qualitatively describe changes in motion in terms of the
forces present.
Students apply the terms relationships, models and systems
appropriately as ways of representing complex structures. They identify and
explain the connections between systems in the human body and their various
functions. They identify and explain the relationships that exist within and
between food chains in the environment. Students use everyday examples to
illustrate the transforming and transferring of energy. They explain how the
Earth and the Moon operate as a simple system within the larger solar system.
They describe the composition of layers within the Earth. They explain the
function of the layers of the Earth’s atmosphere.
Science at work
At Level 4, students analyse a range of science-related local issues and
describe the relevance of science to their own and other people’s lives. They
explain how sustainable practices have been developed and/or are applied in
their local environment. They describe the contributions Australian scientists
have made to improve and/or change science knowledge.
Students design their own simple experiments to collect data and draw
conclusions. They describe the purpose of experiments they undertake,
including a statement of ethical considerations, and relate this purpose to
the nature of the data that is collected. They design and build simple models
and write an account of the science that is central to explanation of the
model. They use diagrams and symbols to explain procedures used when reporting
on their investigations.
Students approach data collection systematically, and analyse data
qualitatively in terms of errors of measurement. They use a range of simple
measuring instruments and materials, and demonstrate understanding of their
personal responsibility in using them. They identify and describe safety
requirements and procedures associated with experiments and the use of
standard equipment. Students use the terms relationships and cause
and effect when discussing and drawing conclusions from the data they
collect.
Progressing towards Level 3, Level 5,
Level 6 and Beyond Level 6
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Progression point 4.25
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Progression point 4.5
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Progression point 4.75
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At 4.25, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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At 4.5, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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At 4.75, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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Science knowledge and understanding
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awareness of change over time in scientific ideas within chemical, physical,
biological, earth and/or space science contexts
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knowledge of the function/s of the components of systems; for example, trophic
levels in ecosystems, simple machines, series and parallel circuits, cellular
organelles
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awareness of how models are used to explain scientific phenomena and processes
related to one or more of matter, space, energy and time; for example, the use
of the particle model of matter to explain the behaviour of materials, the
development of a geological time scale, the use of prototypes to test engine
performance
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Science knowledge and understanding
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knowledge of factors which have impacted on the development of scientific
ideas over time within chemical, physical, biological, earth and/or space
science contexts
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knowledge of the relationships between components of systems, including
understanding of changes over time; for example, the impact of extinction on
ecosystem populations, gear systems in regulating force and motion, electron
flow comparisons in series and parallel circuits, rusting of iron alloys, the
effect of cancer cells on a human being
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use and recognition of limitations of models and laws of science to explain
scientific phenomena and processes related to one or more of matter, space,
energy, and time; for example, limitations of the particle model when
considering the freezing of water, use and limitations of the Law of
Conservation of Mass in predicting quantities of products in chemical reactions
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Science knowledge and understanding
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comparison of alternative viewpoints about existing scientific ideas within
chemical, physical, biological, earth and/or space science contexts
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analysis of the impact of factors which cause change in living and non-living
systems over short and long periods of time; for example, urbanisation impacts
on ecosystems, the water cycle, rock formation, disease vectors, use of
catalysts in chemical reactions, use of renewable and non-renewable energy
resources
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application of models and laws of science to familiar and unfamiliar
situations related to one or more of matter, space, energy and/or time; for
example, modelling of the geological layers of the Earth to predict tsunamis
and earthquakes, use of the Law of Conservation of Energy in making
predictions about sustainable use of natural resources
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Science at work
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planning and reporting of experimental investigations involving measurement,
including justification of procedures and equipment used
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systematic and accurate collection and recording of experimental data
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knowledge and application of basic safety procedures required for laboratory
and field investigations
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group construction of a model of a device, and identification of their own
role in its construction
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understanding of factors which may affect attitudes to a scientific idea or
issue of interest
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Science at work
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design and reporting of experimental investigations involving measurement,
including analysis of accuracy of results
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accurate analysis and interpretation of collected and recorded experimental
data, consistent with aims
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selection and application of appropriate safety procedures required for
laboratory and field investigations
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evaluation of their own role in the making of a group-constructed operating
model of a device, including comments on its effectiveness
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understanding of different perspectives and attitudes involved in a scientific
idea or issue of interest, presented through models, images or diagrams
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Science at work
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designs and reporting of experimental investigations and simulations involving
measurement, including identification of procedures and equipment which would
improve accuracy of results
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justified conclusions drawn from experimental data
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selection and application of safety procedures related to the use of technical
equipment and chemicals in laboratory and field investigations, including risk
management
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comment on the validity of conclusions drawn from experimental data
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analysis of group effectiveness in the construction of an operating model of a
device, with annotations and suggestions for device refinement
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balanced argument in addressing a scientific idea or issue of interest to an
audience
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The learning focus
statement provides advice about learning experiences that will assist students
to work towards the achievement of the standards at Level 5.
Level 5 standard
Science knowledge and understanding
At Level 5, students use the particle model to explain structure and
properties of matter, chemical reactions and factors that influence rate. They
explain the structure and function of cells and how different cells work
together.
Students explain the relationships, past and present, in living and non-living
systems, in particular ecosystems, and human impact on these systems. They
analyse what is needed for living things to survive, thrive or adapt, now and
in the future. They explain how the observed characteristics of living things
are used to establish a classification system.
Students use everyday examples of machines, tools and appliances to show how
the thermodynamic model describes energy and change, and force and motion.
They use time scales to explain the changing Earth and its place in space.
Students distinguish ideas about the Universe that have a scientific basis
from those that do not. They use physical and theoretical models to
investigate geological processes.
Science at work
At Level 5, students demonstrate safe, technical uses of a range of
instruments and chemicals, and of procedures for preparation and separation.
They design investigations that include measurement, using standard laboratory
instruments and equipment and methods to improve accuracy in measurement. They
make systematic observations and interpret recorded data appropriately,
according to the aims of the study.
Students justify their choice of instruments and the accuracy of their
measurements, commenting on the reliability of the procedures, the
measurements used, and the conclusions drawn against the prediction or
hypothesis investigated. They use appropriate diagrams and symbols when
reporting on their investigations.
Students make and use models and images from computer software to interpret
and explain observations. In field work, they demonstrate use of basic
sampling procedures and represent relationships in ecosystems graphically.
Students use simulations to predict the effect of changes in an ecosystem.
They work effectively in a group to use science ideas to make operating models
of devices. Students identify, analyse and ask their own questions in relation
to scientific ideas or issues of interest.
Progressing towards Level 3, Level 4,
Level 6 and Beyond Level 6
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Progression point 5.25
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Progression point 5.5
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Progression point 5.75
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At 5.25, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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At 5.5, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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At 5.75, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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Science knowledge and understanding
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qualitative knowledge, including understanding of symbols, of the energy
involved in everyday changes in chemical, physical, biological, earth and/or
space science contexts; for example, the operation of diodes and capacitors in
electronic circuits, reactions which occur in vehicle air bags
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awareness of links across related areas of science in developing a capacity to
solve science-related problems; for example, description of the biology,
chemistry and physics concepts involved in synchrotron science
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awareness of the development over time of a scientific concept related to one
or more of matter, space, energy and time, including evidence and technology
used to refine understanding of the concept; for example, theories of atomic
structure
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Science knowledge and understanding
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qualitative knowledge, including understanding of symbols and equations, of
the way energy may be responsible for change in chemical, physical,
biological, earth and/or space science contexts; for example, use of vehicle
air bags and restraints in controlling motion, the effects of forces
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knowledge of the qualitative application of concepts across related areas of
science to manage or solve science-related problems; for example,
brain-imaging techniques used in neuroscience involving psychology, biology
and physics concepts
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presentation of alternative theories about a scientific concept related to one
or more of matter, space, energy and time, and the evidence used to support
each theory; for example, particle and wave models of light, origins of the
Universe
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Science knowledge and understanding
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quantitative knowledge, including understanding of symbols and equations, of
the way energy may be responsible for change in chemical, physical,
biological, earth and/or space science contexts; for example, calculations
comparing current and voltage in different circuits, calculation of velocity
and acceleration in analysis of road safety data, determination of percentage
recovery of copper through recycling
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quantitative application of concepts across related areas of science to manage
or solve science-related problems; for example, resource monitoring and
management involving chemistry and earth science concepts
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illustration of a scientific concept related to one or more of matter, space,
energy and/or time, which has been developed through scientific collaboration,
including presentation and comparison of the knowledge and technology which
contributed to the development of the concept; for example, the Human Genome
Project
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Science at work
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development of an experimental design which includes a given hypothesis, and
the justified use of procedures, equipment, electronic components and
instruments, as appropriate
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application of safety procedures in carrying out investigations, using
provided Material Safety Data Sheets (MSDS)
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reporting of experiments including identification of sources of experimental
errors and comments related to the supporting or disproving of hypotheses
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use of a model or visual aid to illustrate the development of scientific ideas
over time; for example, the preservation of food
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awareness of different approaches to developing scientific knowledge or
solving a particular scientific problem
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Science at work
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an experimental design which includes a hypothesis, and a consideration of the
use of procedures, equipment, electronic components and instruments in
obtaining reliable data
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selection and application of appropriate safety procedures to investigations,
with reference to appropriate Material Safety Data Sheets (MSDS)
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reporting of experiments including use of symbols and balanced chemical
equations to summarise chemical reactions, units of measurement,
identification of the nature of experimental errors, and comments related to
the supporting or disproving of hypotheses
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development and use of a working model or visual aid to illustrate differences
between scientific concepts; for example, mechanism of neutralisation and
precipitation reactions
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identification of different approaches to developing and communicating
scientific knowledge or solving a scientific problem, including examples of
correct and incorrect use of scientific language in the mass media
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Science at work
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an experimental design which includes a hypothesis, and the justified use of
procedures, equipment, electronic components and instruments in obtaining
reliable data
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application of safety procedures to investigations, including risk assessment
and use of Material Safety Data Sheets (MSDS) information
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reporting of experiments including use of atomic symbols and balanced chemical
equations to summarise reaction changes, comments related to the supporting or
disproving of hypotheses and predictions made, and evaluation of experimental
design and methodology
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development and use of a working model or visual aid to illustrate a
scientific process; for example, the role of DNA in genetic inheritance
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comparison of different approaches to solving and communicating scientific
problems of broad community concern, including a description of the impact of
mass media communications
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The learning focus
statement provides advice about learning experiences that will assist students
to work towards the achievement of the standards at Level 6.
Level 6 standard
Science knowledge and understanding
At Level 6, students explain the behaviour and properties of materials in
terms of their constituent particles and the forces holding them together.
They explain how similarities in the chemical behaviour of elements and their
compounds and their atomic structures are represented in the way the periodic
table has been constructed. They use the periodic table to write electronic
configurations for a range of elements representative of the major groups and
periods in the periodic table. They use atomic symbols and balanced chemical
equations to summarise chemical reactions, including neutralisation,
precipitation and combustion. They identify and classify the sources of wastes
generated, and describe their management, within the community and in
industry. They use a specific example to explain the sustainable management of
a resource.
Students explain change in terms of energy in a range of biological, chemical
and physical contexts. They demonstrate the link between natural selection and
evolution. They explain the role of DNA and genes in cell division and genetic
inheritance. They explain how the coordination and regulatory functions within
plants and animals assist them to survive in their environments. They explain
how the action of micro-organisms can be both beneficial and detrimental to
society. Students apply concepts of geological time to elaborate their
explanations of both natural selection and evolution, and the origin and
evolution of the Universe. They give both qualitative and quantitative
explanations of the relationships between force, mass and movement.
Science at work
At Level 6, students describe the science base of science-related occupations
in their local community. They use the relevant science concepts and
relationships as one dimension of debating contentious and/or ethically based
science-related issues of broad community concern. They demonstrate an
awareness of the ways in which scientific vocabulary is used incorrectly in
the mass media, distinguishing between the intended meaning of such terms and
their meaning in non-scientific contexts. They provide two examples of the
work of scientists that demonstrate different approaches to developing
scientific knowledge or solving a scientific problem.
Students formulate their own hypotheses and plan and conduct investigations in
order to prove or disprove them. They use chemicals (including biomaterials),
equipment, electronic components and instruments responsibly and safely. They
select appropriate equipment and measurement procedures that will ensure a
high degree of reliability in data collected and enable valid conclusions to
be drawn. They construct working models and visual aids that demonstrate
scientific ideas. They present experimental results using appropriate data
presentation formats, and comment on the nature of experimental errors. They
use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the
safety of their investigations. They evaluate the appropriateness of the
experimental design and methodology used to investigate their predictions.
Progressing towards Level 3, Level 4,
Level 5 and Beyond Level 6
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Progression point 6.25
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Progression point 6.5
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Progression point 6.75
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At 6.25, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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At 6.5, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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At 6.75, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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Science knowledge and understanding
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quantitative knowledge of scientific phenomena, supported by second-hand data,
including the relevant links between one or more of matter, space, energy and
time
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knowledge of how developing technologies have extended the boundaries of
scientific knowledge and endeavour
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Science knowledge and understanding
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quantitative understanding of scientific phenomena, supported by first-hand
data, including details of the relevant links between one or more of matter,
space, energy and time
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understanding of how emerging areas of science have grown from accumulated
knowledge and experiences in science
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Science knowledge and understanding
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application of the quantitative relationships between one or more of matter,
space, energy and time to theoretical and/or practical situations and/or
problems
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exploration, based on evidence, models and theories currently available, of
how science may develop in the future and where new knowledge may emerge over
time
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Science at work
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participation in investigations that test qualitative predictions related to
scientific phenomena
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design, testing and development of a new or modified product/invention that
attempts to provide a response to a science-related problem
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use of experimental and theoretical evidence to persuade an audience of the
validity of alternative solutions in response to a science issue
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Science at work
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participation in investigations that test quantitative predictions related to
scientific phenomena
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evaluation of a self-generated new or modified product/invention that attempts
to provide a response to a science-related problem, including suggestions for
refinement
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use of experimental and theoretical evidence to justify proposals for
responses to a science-related problem or issue
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Science at work
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quantitative modelling of scientific phenomena to test predictions based on
collected qualitative and quantitative data
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following feedback from a relevant user group, refinement of a self-generated
new or modified product/invention that attempts to provide a solution to a
science-related problem
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evaluation of different perspectives associated with a science issue,
including first-hand experimental evidence, presentation of alternative
solutions and a justified personal stance on the issue
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Progressing towards Level 3, Level 4,
Level 5, Level 6
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