Curriculum Map Subject: Science Year Level:

Great teaching will no longer mean masterful delivery of the year level
curriculum, but extending the skills and knowledge and understandings of
every student in every class, regardless of their starting point.
Peter Goss and Jordana Hunter: Targeted Teaching: How better use of data can
improve student learning, p.5

Term 2
Broad Curriculum Content
In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its
applications.
Students consider both classic and contemporary science contexts to explain the operation of
systems at a range of scales.
At a microscopic scale, they consider the atom as a system of protons, electrons and
neutrons, and understand how this system can change through nuclear decay. They learn that
matter can be rearranged through chemical change and that these changes play an important
role in many systems.
At a macroscopic scale, they explore ways in which the human body as a system responds to
its external environment, and investigate the interdependencies between biotic and abiotic
components of ecosystems. They develop a more sophisticated view of energy transfer by
applying the concept of the conservation of matter in a variety of contexts. They apply their
understanding of energy and forces to global systems including continental movement.
Students explore the biological, chemical, geological and physical evidence for different
theories, including the theories of natural selection and the Big Bang theory. Atomic theory is
used to understand relationships within the periodic table of elements. Students understand
that motion and forces are related by applying physical laws. Relationships between aspects of
the living, physical and chemical world are applied to systems on a local and global scale
enabling students to predict how changes will affect equilibrium within these systems.
Topic Heat and Electricity

Timeframe 7 weeks (plus 2 weeks assessment and 1 week feedback)

This includes the time to pre-test (identify students Zone of Actual Development), Teaching of
new knowledge/understandings/skills, tiered summative assessment task, moderation and
feedback.

Big Ideas
Patterns, order and organisation
Form and function
Stability and change
Scale and measurement
Matter and energy

Enduring Understandings
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.
Science is a dynamic, collaborative and creative human endeavour arising from our desire
to make sense of our world through exploring the unknown, investigating universal
mysteries, making predictions and solving problems.
Science knowledge is contestable and is revised, refined and extended as new evidence
arises.
Science helps us to make informed decisions about local, national and global issues
Learning in Science helps us to develop critical and creative thinking skills and challenge
ourselves to identify questions and draw evidence-based conclusions using scientific
 methods.
The ability to think and act in scientific ways helps build the broader suite of capabilities,
such as confident, self-motivated and active members of society.

Essential Questions
How may future applications of science and technology affect peoples lives?
What types of energy do we currently know about?
How can we explain or represent the concept of energy conservation?
What models can be used to explain energy transfer and transformation within systems?
How can we represent the components in an electrical circuit?
How does electrical resistance relate to heat energy production?
How can questions and hypotheses be developed to investigate energy transfers and
electrical circuits?
How can an experiment be designed to investigate energy transfer, flows of matter and
the factors that affect electrical circuits?
How can reliability, precision, safety, fairness and ethics affect the method chosen and
where can digital technologies be used to enhance the quality of data?
What trends can be seen in data, and how can they be used to explain relationships
between variables and identify sources of uncertainty?
What evidence can be selected to develop and justify conclusions, and/or account for
inconsistencies in results?
How can alternative explanations for findings be identified?
How can the validity and reliability of claims made in secondary sources be evaluated
with reference to currently held scientific views, the quality of the methodology and the
evidence cited?
What are the language features required to construct evidence-based arguments and
use appropriate scientific language, representations and balanced chemical equations
when communicating findings and ideas for specific purposes?
Standards addressed
Science Standards
By the end of Level 10, students analyse how models and theories have developed
over time and discuss the factors that prompted their review. They predict how
future applications of science and technology may affect peoples lives. They
explain the concept of energy conservation and model energy transfer and
transformation within systems. They analyse how biological systems function and
respond to external changes with reference to the interdependencies between
individual components, energy transfers and flows of matter. They evaluate the
evidence for scientific theories that explain the origin of the Universe and the
diversity of life on Earth. They explain the role of DNA and genes in cell division and
genetic inheritance. They apply geological timescales to elaborate their
explanations of both natural selection and evolution. 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
compare the properties of 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 and
combustion. They explain natural radioactivity in terms of atoms and energy
change. They explain how different factors influence the rate of reactions. They
explain global features and events in terms of geological processes and timescales,
and describe and analyse interactions and cycles within and between Earths
spheres. They give both qualitative and quantitative explanations of the
relationships between distance, speed, acceleration, mass and force to predict and
 explain motion. They use the concepts of voltage and current to explain the
operation of electric circuits and use a field model to explain interactions between
magnets.

Students develop questions and hypotheses that can be investigated using a range
of inquiry skills. They independently design and improve appropriate methods of
investigation including the control and accurate measurement of variables and
systematic collection of data. They explain how they have considered reliability,
precision, safety, fairness and ethics in their methods and identify where digital
technologies can be used to enhance the quality of data. They analyse trends in
data, explain relationships between variables and identify sources of uncertainty.
When selecting evidence and developing and justifying conclusions, they account
for inconsistencies in results and identify alternative explanations for findings.
Students evaluate the validity and reliability of claims made in secondary sources
with reference to currently held scientific views, the quality of the methodology and
the evidence cited. They construct evidence-based arguments and use appropriate
scientific language, representations and balanced chemical equations when
communicating their findings and ideas for specific purposes.

Mathematics Standards
Number and Algebra

Students apply the index laws using integer indices to variables and numbers,
express numbers in scientific notation, solve problems involving very small and very
large numbers, and check the order of magnitude of calculations. They solve
problems involving simple interest. Students use the distributive law to expand
algebraic expressions, including binomial expressions, and simplify a range of
algebraic expressions. They find the distance between two points on the Cartesian
plane and the gradient and midpoint of a line segment using a range of strategies
including the use of digital technology. Students sketch and draw linear and non-
linear relations, solve simple related equations and explain the relationship between
the graphical and symbolic forms, with and without the use of digital technology.

Measurement and Geometry

Students solve measurement problems involving perimeter and area of composite

shapes, surface area and volume of rectangular prisms and cylinders, with and
without the use of digital technology. They relate three-dimensional objects to two-
dimensional representations. Students explain similarity of triangles, interpret ratios
and scale factors in similar figures, and apply Pythagoras's theorem and
trigonometry to solve problems involving angles and lengths in right-angled
triangles.

Statistics and Probability

Students compare techniques for collecting data from primary and secondary
sources, and identify questions and issues involving different data types. They
construct histograms and back-to-back stem-and-leaf plots with and without the use
of digital technology. Students identify mean and median in skewed, symmetric and
bi-modal displays and use these to describe and interpret the distribution of the
 data. They calculate relative frequencies to estimate probabilities. Students list
outcomes for two-step experiments and assign probabilities for those outcomes and
related events.

Design Technology Standards

By the end of Level 10 students explain how people working in design and
technologies occupations consider factors that impact on design decisions and the
technologies used to create designed solutions. They identify the changes
necessary to designed solutions to realise preferred futures they have described.
When creating designed solutions for identified needs or opportunities students
evaluate the features of technologies and their appropriateness for purpose for one
or more of the technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts
based on a critical evaluation of needs or opportunities. They establish detailed
criteria for success, including sustainability considerations, and use these to
evaluate their ideas and designed solutions and processes. They generate and
connect design ideas and processes of increasing complexity and justify decisions.
Students communicate and document projects, including marketing for a range of
audiences. They independently and collaboratively apply sequenced production and
management plans when producing designed solutions, making adjustments to
plans when necessary. They select and use appropriate technologies skilfully and
safely to produce quality designed solutions suitable for the intended purpose.
Key Knowledge, Understandings, and
skills Design Standards
Science Standards
What skills will students develop during
What skills will students develop during the study of this topic? (informed by the
the study of this topic? (informed by the standard and the Content Descriptors)
standard and the Content Descriptors)
explain how people working in design
Develop questions and hypotheses that and technologies occupations consider
can be investigated using a range of factors that impact on design decisions
inquiry skills. and the technologies used to create
Independently design and improve designed solutions
appropriate methods of investigation identify the changes necessary to
including the control and accurate designed solutions to realise preferred
measurement of variables and futures they have described
systematic collection of data. evaluate the features of technologies
Explain how they have considered and their appropriateness for purpose
reliability, precision, safety, fairness for one or more of the technologies
and ethics in their methods and identify contexts, when creating design
where digital technologies can be used solutions for identified needs or
to enhance the quality of data. contexts
Analyse trends in data, explain create designed solutions for each of
relationships between variables and the prescribed technologies contexts
identify sources of uncertainty. based on a critical evaluation of needs
When selecting evidence and or opportunities
developing and justifying conclusions, establish detailed criteria for success,
they account for inconsistencies in including sustainability considerations
results and identify alternative use established detailed criteria to
explanations for findings.
 Evaluate the validity and reliability of evaluate their ideas and designed
claims made in secondary sources with solutions and processes
reference to currently held scientific generate and connect design ideas and
views, the quality of the methodology processes of increasing complexity and
and the evidence cited. justify decisions
Construct evidence-based arguments communicate and document projects
and use appropriate scientific language, independently and collaboratively apply
representations and balanced chemical sequenced production and
equations when communicating their management plans when producing
findings and ideas for specific purposes. designed solutions, making
adjustments to plans when necessary
select and use appropriate technologies
skilfully and safely to produce quality
designed solutions suitable for the
intended purpose
What do students need to deeply
What do students need to deeply
understand to be able to engage with
understand to be able to engage with
and develop these skills? (informed by the
and develop these skills? (informed by the
content descriptors, the developmental
content descriptors, the developmental
continuum of the subject, and teacher
continuum of the subject, and teacher
knowledge)
knowledge)
QUESTIONING AND PREDICTING
INVESTIGATING
Formulate questions or hypotheses that
can be investigated scientifically, Critique needs or opportunities to
including identification of independent, develop design briefs and investigate
dependent and controlled variables and select an increasingly sophisticated
(End of Level 10) range of materials, systems,
Identify questions, problems and claims components, tools and equipment to
develop design ideas (VCDSCD060)
that can be investigated scientifically
(End of Level 10)
and make predictions based on
scientific knowledge (End of Level 8) Critique needs or opportunities for
With guidance, pose questions to clarify designing and investigate, analyse and
select from a range of materials,
practical problems or inform a scientific
components, tools, equipment and
investigation, and predict what the
processes to develop design ideas
findings of an investigation might be
(VCDSCD049) (End of Level 8)
based on previous experiences or
general rules (End of Level 6) Critique needs or opportunities for
With guidance, identify questions in designing, and investigate materials,
components, tools, equipment and
familiar contexts that can be
processes to achieve intended designed
investigated scientifically and predict
solutions (VCDSCD038) (End of Level 6)
what might happen based on prior
knowledge (End of Level 4) Critique needs or opportunities for
Respond to and pose questions, and designing and explore and test a
variety of materials, components, tools
make predictions about familiar objects
and equipment and the techniques
and events (End of Level 2)
needed to create designed solutions
PLANNING AND CONDUCTING
(VCDSCD028) (End of Level 4)
Planning
Explore needs or opportunities for
Independently plan, select and use designing, and the technologies needed
appropriate investigation types, to realise designed solutions
including fieldwork and laboratory (VCDSCD018) (End of Level 2)
experimentation, to collect reliable GENERATING
data, assess risk and address ethical
Apply design thinking, creativity,
issues associated with these
innovation and enterprise skills to
investigation types (End of Level 10)
develop, modify and communicate
Collaboratively and individually plan design ideas of increasing
 and conduct a range of investigation sophistication (VCDSCD061) (End of
types, including fieldwork and Level 10)
experiments, ensuring safety and Generate, develop and test design
ethical guidelines are followed (End of ideas, plans and processes using
Level 8) appropriate technical terms and
With guidance, plan appropriate technologies including graphical
investigation types to answer questions representation techniques
or solve problems and use equipment, (VCDSCD050) (End of Level 8)
technologies and materials safely, Generate, develop, communicate and
identifying potential risks (End of Level document design ideas and processes
6) for audiences using appropriate
Suggest ways to plan and conduct technical terms and graphical
investigations to find answers to representation techniques
questions including consideration of the (VCDSCD039) (End of Level 6)
elements of fair tests (End of Level 4) Generate, develop, and communicate
Participate in guided investigations, design ideas and decisions using
including making observations using appropriate technical terms and
the senses, to explore and answer graphical representation techniques
questions (End of Level 2) (VCDSCD029) (End of Level 4)
Conducting Visualise, generate, and communicate
Select and use appropriate equipment design ideas through describing,
and technologies to systematically drawing and modelling (VCDSCD019)
collect and record accurate and reliable (End of Level 2)
data, and use repeat trials to improve PRODUCING
accuracy, precision and reliability (End Work flexibly to safely test, select,
of Level 10) justify and use appropriate technologies
In fair tests, measure and control and processes to make designed
variables, and select equipment to solutions (VCDSCD062) (End of Level
collect data with accuracy appropriate 10)
to the task (End of Level 8) Effectively and safely use a broad range
Decide which variables should be of materials, components, tools,
changed, measured and controlled in equipment and techniques to produce
fair tests and accurately observe, designed solutions (VCDSCD051) (End
measure and record data (End of Level of Level 8)
6) Apply safe procedures when using a
Safely use appropriate materials, tools, variety of materials, components, tools,
equipment and technologies (End of equipment and techniques to produce
Level 4) designed solutions (VCDSCD040) (End
RECORDING AND PROCESSING of Level 6)
Construct and use a range of Select and use materials, components,
representations, including graphs, keys, tools and equipment using safe work
models and formulas, to record and practices to produce designed solutions
summarise data from students own (VCDSCD030) (End of Level 4)
investigations and secondary sources, Use materials, components, tools,
to represent qualitative and equipment and techniques to produce
quantitative patterns or relationships, designed solutions safely (VCDSCD020)
and distinguish between discrete and (End of Level 2)
continuous data (End of Level 10) EVALUATING
Construct and use a range of Evaluate design ideas, processes and
representations including graphs, keys solutions against comprehensive
and models to record and summarise criteria for success recognising the
data from students own investigations need for sustainability (VCDSCD063)
and secondary sources, and to (End of Level 10)
represent and analyse patterns and Independently develop criteria for
relationships (End of Level 8) success to evaluate design ideas,
Construct and use a range of processes and solutions and their
representations, including tables and sustainability (VCDSCD052) (End of
graphs, to record, represent and Level 8)
describe observations, patterns or
 relationships in data (End of Level 6) Negotiate criteria for success that
Use formal measurements in the include consideration of environmental
collection and recording of observations and social sustainability to evaluate
(End of Level 4) design ideas, processes and solutions
Use a range of methods including (VCDSCD041) (End of Level 6)
tables and column graphs to represent Evaluate design ideas, processes and
data and to identify patterns and trends solutions based on criteria for success
(End of Level 4) developed with guidance and including
Use informal measurements in the care for the environment and
collection and recording of observations communities (VCDSCD031) (End of
(End of Level 2) Level 4)
Use a range of methods, including Use personal preferences to evaluate
drawings and provided tables, to sort the success of design ideas, processes
information (End of Level 2) and solutions including their care for
ANALYSING AND EVALUATING environment (VCDSCD021) (End of
Analysing Level 2)
PLANNING AND MANAGING
Analyse patterns and trends in data,
including describing relationships Develop project plans to plan and
between variables, identifying manage projects individually and
inconsistencies in data and sources of collaboratively taking into consideration
uncertainty, and drawing conclusions time, cost, risk and production
that are consistent with evidence (End processes (VCDSCD064) (End of Level
of Level 10) 10)
Use scientific knowledge and findings Use project management processes to
from investigations to identify coordinate production of designed
relationships, evaluate claims and draw solutions (VCDSCD053) (End of Level 8)
conclusions (End of Level 8) Develop project plans that include
Compare data with predictions and use consideration of resources when
as evidence in developing explanations making designed solutions
(End of Level 6) (VCDSCD042) (End of Level 6)
Compare results with predictions, Plan a sequence of production steps
suggesting possible reasons for findings when making designed solutions
(End of Level 4) (VCDSCD032) (End of Level 4)
Compare observations and predictions Sequence steps for making designed
with those of others (End of Level 2) solutions (VCDSCD022) (End of Level 2)
Evaluating
Use knowledge of scientific concepts to What will students know about this topic?
evaluate investigation conclusions, (what awareness do we want students to
including assessing the approaches have?)
used to solve problems, critically
The design process
analysing the validity of information
How designs can be altered to meet the
obtained from primary and secondary
sources, suggesting possible alternative needs of a particular situation or
explanations and describing specific context
ways to improve the quality of data How an understanding of scientific
(End of Level 10) principles can impact on the design
Reflect on the method used to choices we make
investigate a question or solve a
problem, including evaluating the Mathematics Standards
quality of the data collected, and What skills will students develop during
identify improvements to the method
(End of Level 8) the study of this topic? (informed by the
Suggest improvements to the methods standard and the Content Descriptors)
used to investigate a question or solve Find the distance between two points
a problem (End of Level 6) on the Cartesian plane and the gradient
Reflect on an investigation, including and midpoint of a line segment using a
whether a test was fair or not (End of range of strategies including the use of
Level 4) digital technology
 Sketch and draw linear and non-linear
COMMUNICATING relations
Communicate scientific ideas and Solve simple related equations
information for a particular purpose, Explain the relationship between the
including constructing evidence-based graphical and symbolic forms, with and
arguments and using appropriate without the use of digital technology
scientific language, conventions and Compare techniques for collecting data
representations (End of Level 10) from primary and secondary sources
Communicate ideas, findings and Identify questions and issues involving
solutions to problems including different data types
identifying impacts and limitations of
conclusions and using appropriate What do students need to deeply
scientific language and representations
(End of Level 8)
understand to be able to engage with
Communicate ideas and processes and develop these skills? (informed by the
using evidence to develop explanations content descriptors, the developmental
of events and phenomena and to continuum of the subject, and teacher
identify simple cause-and-effect
knowledge)
relationships (End of Level 6)
Represent and communicate
observations, ideas and findings to LINEAR AND NON_LINEAR
show patterns and relationships using RELATIONSHIPS
formal and informal scientific language Find the distance between two points
(End of Level 4) located on a Cartesian plane using a
Represent and communicate range of strategies, including graphing
observations and ideas about changes software (VCMNA308) (End of Level 9)
in objects and events in a variety of Find the midpoint and gradient of a line
ways (End of Level 2) segment (interval) on the Cartesian
plane using a range of strategies,
What will students know about this topic? including graphing software
(what awareness do we want students to (VCMNA309) (End of Level 9)
Sketch linear graphs using the
have?)
coordinates of two points and solve
linear equations (VCMNA310) (End of
How future applications of science and Level 9)
technology may affect peoples lives Graph simple non-linear relations with
Types of energy and without the use of digital
The concept of energy conservation technologies and solve simple related
Models of energy transfer and equations (VCMNA311) (End of Level 9)
transformation within systems Plot linear relationships on the
Representations of electrical circuit Cartesian plane with and without the
components use of digital technologies(VCMNA283)
The relationship between electrical (End of level 8)
resistance and heat energy production Solve linear equations using algebraic
and graphical techniques. Verify
solutions by substitution(VCMNA284)
(End of level 8)
Plot graphs of non-linear real life data
with and without the use of digital
technologies, and interpret and analyse
these graphs (VCMNA285) (End of level
8)
Given coordinates, plot points on the
Cartesian plane, and find coordinates
for a given point(VCMNA255) (End of
Level 7)
Solve simple linear equations
(VCMNA256) (End of Level 7)
 Investigate, interpret and analyse
graphs from real life data, including
consideration of domain and range
(VCMNA257) (End of Level 7)
This standard begins at Level 7

DATA REPRESENTATION AND

INTERPRETATION
Identify everyday questions and issues
involving at least one numerical and at
least one categorical variable, and
collect data directly from secondary
sources (VCMSP324) (End of Level 9)
Construct back-to-back stem-and-leaf
plots and histograms and describe
data, using terms including skewed,
symmetric and bi modal (VCMSP325)
(End of Level 9)
Compare data displays using mean,
median and range to describe and
interpret numerical data sets in terms
of location (centre) and spread
(VCMSP326) (End of Level 9)
Distinguish between a population and a
sample and investigate techniques for
collecting data, including census,
sampling and observation (VCMSP297)
(End of Level 8)
Explore the practicalities and
implications of obtaining data through
sampling using a variety of
investigative processes (VCMSP298)
(End of Level 8)
Explore the variation of means and
proportions of random samples drawn
from the same population (VCMSP299)
(End of Level 8)
Investigate the effect of individual data
values including outliers, on the range,
mean and median (VCMSP300) (End of
Level 8)
Identify and investigate issues involving
numerical data collected from primary
and secondary sources (VCMSP268)
(End of Level 7)
Construct and compare a range of data
displays including stem-and-leaf plots
and dot plots (VCMSP269) (End of Level
7)
Calculate mean, median, mode and
range for sets of data. Interpret these
statistics in the context of data
(VCMSP270) (End of Level 7)
Describe and interpret data displays
using median, mean and range
(VCMSP271) (End of Level 7)
Construct, interpret and compare a
range of data displays, including side-
 by-side column graphs for two
categorical variables (VCMSP235) (End
of Level 6)
Interpret secondary data presented in
digital media and elsewhere
(VCMSP236) (End of Level 6)
Pose and refine questions to collect
categorical or numerical data by
observation or survey (VCMSP237) (End
of Level 6)
Pose questions and collect categorical
or numerical data by observation or
survey (VCMSP205) (End of Level 5)
Construct displays, including column
graphs, dot plots and tables,
appropriate for data type, with and
without the use of digital technologies
(VCMSP206) (End of Level 5)
Describe and interpret different data
sets in context (VCMSP207) (End of
Level 5)
Select and trial methods for data
collection, including survey questions
and recording sheets (VCMSP178) (End
of Level 4)
Construct suitable data displays, with
and without the use of digital
technologies, from given or collected
data. Include tables, column graphs
and picture graphs where one picture
can represent many data values
(VCMSP179) (End of Level 4)
Evaluate the effectiveness of different
displays in illustrating data features
including variability (VCMSP180) (End
of Level 4)
Identify questions or issues for
categorical variables. Identify data
sources and plan methods of data
collection and recording (VCMSP148)
(End of Level 3)
Collect data, organise into categories
and create displays using lists, tables,
picture graphs and simple column
graphs, with and without the use of
digital technologies (VCMSP149) (End
of Level 3)
Interpret and compare data displays
(VCMSP150) (End of Level 3)

What will students know about this topic?

(what awareness do we want students to
have?)

Scientists use line graphs to display

primary and secondary data
Independent variables are usually
 displayed on the X-axis and Dependent
variables on the Y-axis. Time is usually
displayed on the X-axis
Two or more independent variables can
be plotted on the same set of axis for
comparison, especially when rates are
plotted
Accurate data displays allow accurate
conclusions to be made
General Capabilities:
Critical and Creative Thinking
Inquiring identifying, exploring and organising information and ideas
Pose questions
o pose questions to critically analyse complex issues and abstract ideas (Level 10)
o pose questions to probe assumptions and investigate complex issues (Level 8)
o pose questions to clarify and interpret information and probe for causes and
consequences (level 6)
Identify and clarify information and ideas
o clarify complex information and ideas drawn from a range of sources (Level 10)
o clarify information and ideas from texts or images when exploring challenging
issues (Level 8)
o identify and clarify relevant information and prioritise ideas (Level 6)
Organise and process information
o critically analyse independently sourced information to determine bias and
reliability (Level 10)
o critically analyse information and evidence according to criteria such as validity
and relevance (Level 8)
o analyse, condense and combine relevant information from multiple sources (Level
6)
Generating ideas, possibilities and actions
Imagine possibilities and connect ideas
o create and connect complex ideas using imagery, analogies and symbolism (Level
10)
o draw parallels between known and new ideas to create new ways of achieving
goals (Level 8)
o combine ideas in a variety of ways and from a range of sources to create new
possibilities (Level 6)
Consider alternatives
o speculate on creative options to modify ideas when circumstances change (Level
10)
o generate alternatives and innovative solutions, and adapt ideas, including when
information is limited or conflicting (Level 8)
o identify situations where current approaches do not work, challenge existing
ideas and generate alternative solutions (Level 6)
Seek solutions and put ideas into action
o assess risks and explain contingencies, taking account of a range of perspectives,
when seeking solutions and putting complex ideas into action (Level 10)
o predict possibilities, and identify and test consequences when seeking solutions
and putting ideas into action (Level 8)
o assess and test options to identify the most effective solution and to put ideas
into action (Level 6)
Reflecting on thinking and processes
Think about thinking (metacognition)
o give reasons to support their thinking, and address opposing viewpoints and
possible weaknesses in their own positions (Level 10)
o assess assumptions in their thinking and invite alternative opinions (Level 8)
o reflect on assumptions made, consider reasonable criticism and adjust their
 thinking if necessary (Level 6)
Reflect on processes
o balance rational and irrational components of a complex or ambiguous problem to
evaluate evidence (Level 10)
o evaluate and justify the reasons behind choosing a particular problem-solving
strategy (Level 8)
o identify and justify the thinking behind choices they have made (Level 6)
Transfer knowledge into new contexts
o identify, plan and justify transference of knowledge to new contexts (Level 10)
o justify reasons for decisions when transferring information to similar and different
contexts (Level 8)
o apply knowledge gained from one context to another unrelated context and
identify new meaning (Level 6)
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
o analyse reasoning used in finding and applying solutions, and in choice of
resources (Level 10)
o identify gaps in reasoning and missing elements in information (Level 8)
o assess whether there is adequate reasoning and evidence to justify a claim,
conclusion or outcome (Level 6)
Draw conclusions and design a course of action
o use logical and abstract thinking to analyse and synthesise complex information
to inform a course of action (Level 10)
o differentiate the components of a designed course of action and tolerate
ambiguities when drawing conclusions (Level 8)
o scrutinise ideas or concepts, test conclusions and modify actions when designing
a course of action (Level 6)
Evaluate procedures and outcomes
o evaluate the effectiveness of ideas, products and performances and implement
courses of action to achieve desired outcomes against criteria they have
identified (Level 10)
o explain intentions and justify ideas, methods and courses of action, and account
for expected and unexpected outcomes against criteria they have identified
(Level 8)
o evaluate the effectiveness of ideas, products, performances, methods and
courses of action against given criteria (Level 6)
Assessment:
Formative:
Details are in the learning sequence and includes:
Ongoing feedback of practical investigations and report writing
Ongoing feedback of graphical display of data
Ongoing feedback on the design process used by the student or groups of students
Principles:
Students work with and learn from other students
Students give feedback to their peers and receive feedback from their peers
Students give feedback to their teacher and receive accurate, timely and relevant
feedback from their teacher
Students reflect using the metalanguage of the subject (and the specific topic)

Summative assessment: Tiered Common Assessment Task (three exits from the learning)

Teachers during marking and reporting time are terrible at boiling the kettle and walking away
from it, only to come back to cold water and needing to re-boil the kettle. What if the kettle
could keep the boiled water hot for longer? Could you save your teacher from this frustration
and give them more time to mark and report on your work?
Design an electric kettle that will boil water quickly and safely, keeping the water
hot for the longest after boiling.
Students will:
Investigate a range of materials and resources, including electrical components for their
suitability in the design
Investigate a range of scientific questions and variables that require consideration in
this design
Plan the collection of data to validate their claims of the most suitable materials and
design for the kettle
Trial prototypes, collect data and maintain a log book of the design process
Propose a solution
Create and test the solution for effectiveness
Evaluate the solution based on the student determined criteria
Report on the solution and its suitability in this context, including cost of running the
kettle, aesthetics, sustainability and practicality.
Recommend changes to the design if this was to be sold in shops for consumers to
purchase.
Appendix 1

Explanation of the Big Ideas

Patterns, order and organisation

An important aspect of science is recognising patterns in the world around us, and ordering and
organising phenomena at different scales. As students progress from Foundation to Year 10, they
build skills and understanding that will help them to observe and describe patterns at different
scales, and develop and use classifications to organise events and phenomena and make
predictions. Classifying objects and events into groups (such as solid/liquid/gas or living/non-
living) and developing criteria for those groupings relies on making observations and identifying
patterns of similarity and difference.

As students progress through the primary years, they become more proficient in identifying and
describing the relationships that underpin patterns, including cause and effect. Students
increasingly recognise that scale plays an important role in the observation of patterns; some
patterns may only be evident at certain time and spatial scales. For example, the pattern of day
and night is not evident over the time scale of an hour.

Form and function

Many aspects of science are concerned with the relationships between form (the nature or make-
up of an aspect of an object or organism) and function (the use of that aspect).

As students progress from Foundation to Year 10, they see that the functions of both living and
non-living objects rely on their forms. Their understanding of forms such as the features of living
things or the nature of a range of materials, and their related functions or uses, is initially based
on observable behaviours and physical properties. In later years, students recognise that
function frequently relies on form and that this relationship can be examined at many scales.
They apply an understanding of microscopic and atomic structures, interactions of force and
flows of energy and matter to describe relationships between form and function.

Stability and change

Many areas of science involve the recognition, description and prediction of stability and change.
Early in their schooling, students recognise that in their observations of the world around them,
some properties and phenomena appear to remain stable or constant over time, whereas others
change.

As they progress from Foundation to Year 10, they also recognise that phenomena (such as
properties of objects and relationships between living things) can appear to be stable at one
spatial or time scale, but at a larger or smaller scale may be seen to be changing. They begin to
appreciate that stability can be the result of competing, but balanced forces. Students become
increasingly adept at quantifying change through measurement and looking for patterns of
change by representing and analysing data in tables or graphs.

Scale and measurement

Quantification of time and spatial scale is critical to the development of science understanding
as it enables the comparison of observations. Students often find it difficult to work with scales
that are outside their everyday experience these include the huge distances in space, the
incredibly small size of atoms and the slow processes that occur over geological time.

As students progress from Foundation to Year 10, their understanding of relative sizes and rates
of change develops and they are able to conceptualise events and phenomena at a wider range
of scales. They progress from working with scales related to their everyday experiences and
comparing events and phenomena using relative language (such as 'bigger' or 'faster') and
informal measurement, to working with scales beyond human experience and quantifying
magnitudes, rates of change and comparisons using formal units of measurement.

Matter and energy

Many aspects of science involve identifying, describing and measuring transfers of energy and/or
matter. As students progress through Foundation to Year 10, they become increasingly able to
explain phenomena in terms of the flow of matter and energy.

Initially, students focus on direct experience and observation of phenomena and materials. They
are introduced to the ways in which objects and living things change and begin to recognise the
role of energy and matter in these changes. In later years, they are introduced to more abstract
notions of particles, forces and energy transfer and transformation. They use these
understandings to describe and model phenomena and processes involving matter and energy.

Systems

Science frequently involves thinking, modelling and analysing in terms of systems in order to
understand, explain and predict events and phenomena. As students progress through
Foundation to Year 10, they explore, describe and analyse increasingly complex systems.

Initially, students identify the observable components of a clearly identified whole such as
features of plants and animals and parts of mixtures. Over Years 3 to 6, they learn to identify and
describe relationships between components within simple systems, and they begin to appreciate
that components within living and non-living systems are interdependent. In Years 7 to 10, they
are introduced to the processes and underlying phenomena that structure systems such as
ecosystems, body systems and the carbon cycle. They recognise that within systems,
interactions between components can involve forces and changes acting in opposing directions
and that for a system to be in a steady state, these factors need to be in a state of balance or
equilibrium. They are increasingly aware that systems can exist as components within larger
systems, and that one important part of thinking about systems is identifying boundaries, inputs
and outputs.