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The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.
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Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things have basic needs, including food and water
Living things have basic needs, including food and water
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Living things have basic needs, including food and water
Objects are made of materials that haveproperties
Daily and seasonal changes in ouraffect everyday life
The way objects move depends on a variety of factors, including their size and shape
Science involves observing, asking questions about, and describing changes in, objects and events
Pose and respond to questions aboutobjects and events
Participate in guided investigations and make observations using the
Engage in discussions about observations and represent ideas
Share observations and ideas
Show subject-specific achievement standard
By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.
Students share and reflect on observations, and ask and respond to questions about familiar objects and events.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.
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Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things have a variety of external features
Living things have a variety of external features
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Living things live in different places where their needs are met
Living things live in different places where their needs are met
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Everyday materials can be physically changed in a variety of ways
changes occur in the sky and landscape
Light and sound are produced by a range of sources and can be sensed
Science involves observing, asking questions about, and describing changes in, objects and events
People use science in their daily lives, including when caring for theirand living things
People use science in their daily lives, including when caring for theirand living things
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People use science in their daily lives, including when caring for their environment and living things
Pose and respond to questions, and make predictions aboutobjects and events
Participate in guided investigations to explore and answer questions
Use informal measurements to collect and record observations, usingas appropriate
Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions
Compare observations with those of others
Represent and communicate observations and ideas in a variety of ways
Show subject-specific achievement standard
By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things grow, change and have offspring similar to themselves
Living things grow, change and have offspring similar to themselves
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Living things grow, change and have offspring similar to themselves
Different materials can be combined for a particular purpose
Earth’s resources are used in a variety of ways
Earth’s resources are used in a variety of ways
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Earth’s resources are used in a variety of ways
A push or a pull affects how an object moves or changes shape
Science involves observing, asking questions about, and describing changes in, objects and events
People use science in their daily lives, including when caring for theirand living things
People use science in their daily lives, including when caring for theirand living things
Discover resources in Scootle
Discover resources in Resource Link
Discuss further in Scootle
People use science in their daily lives, including when caring for their environment and living things
Pose and respond to questions, and make predictions aboutobjects and events
Participate in guided investigations to explore and answer questions
Use informal measurements to collect and record observations, usingas appropriate
Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions
Compare observations with those of others
Represent and communicate observations and ideas in a variety of ways
Show subject-specific achievement standard
By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.
Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things can be grouped on the basis offeatures and can be distinguished from non-living things
Living things can be grouped on the basis offeatures and can be distinguished from non-living things
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A change of state between solid and liquid can be caused by adding or removing heat
Earth’s rotation on its axis causes regular changes, including night and day
Heat can be produced in many ways and can move from one object to another
Science involves making predictions and describing patterns and relationships
Science knowledge helps people tothe effect of their actions
Science knowledge helps people tothe effect of their actions
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Discuss further in Scootle
Science knowledge helps people to understand the effect of their actions
With guidance, identify questions incontexts that can be investigated scientifically and make predictions based on prior knowledge
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
Consider the elements of fair tests and use formal measurements andas appropriate, to make and record observations accurately
Use a range of methods including tables and simple column graphs to representand to identify patterns and trends
Compare results with predictions, suggesting possible reasons for findings
investigations, including whether a test was fair or not
Represent and communicate observations, ideas and findings using formal and informal representations
Show subject-specific achievement standard
By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.
Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things have life cycles
Living things have life cycles
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Living things depend on each other and theto survive
Living things depend on each other and theto survive
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Living things depend on each other and the environment to survive
Natural andhave a range of physical properties that can influence their use
Earth’s surface changes over time as a result of natural processes and human activity
Earth’s surface changes over time as a result of natural processes and human activity
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Forces can be exerted by one object on another through direct contact or from a distance
Science involves making predictions and describing patterns and relationships
Science knowledge helps people tothe effect of their actions
Science knowledge helps people tothe effect of their actions
Discover resources in Scootle
Discover resources in Resource Link
Discuss further in Scootle
Science knowledge helps people to understand the effect of their actions
With guidance, identify questions incontexts that can be investigated scientifically and make predictions based on prior knowledge
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
Consider the elements of fair tests and use formal measurements andas appropriate, to make and record observations accurately
Use a range of methods including tables and simple column graphs to representand to identify patterns and trends
Compare results with predictions, suggesting possible reasons for findings
investigations, including whether a test was fair or not
Represent and communicate observations, ideas and findings using formal and informal representations
Show subject-specific achievement standard
By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Living things have structural features and adaptations that help them to survive in their
Living things have structural features and adaptations that help them to survive in their
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Solids, liquids and gases have differentproperties and behave in different ways
The Earth is part of aof planets orbiting around a star (the sun)
Light from a source forms shadows and can be absorbed, reflected and refracted
Science involves testing predictions by gatheringand usingto develop explanations of events and phenomena and reflects historical and cultural contributions
Scientific knowledge is used to solve problems and inform personal and community decisions
With guidance, pose clarifying questions and make predictions about scientific investigations
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
Decide variables to be changed and measured in fair tests, and observe measure and recordwith accuracy usingas appropriate
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships inusingas appropriate
Comparewith predictions and use asin developing explanations
and suggest improvements to scientific investigations
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts
Show subject-specific achievement standard
By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions. Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and the value of accuracy in these measurements. They learn how to look for patterns and to use these to identify and explain relationships by drawing on evidence.
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Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
The growth and survival of living things are affected by physical conditions of their
Changes to materials can be reversible or irreversible
Changes to materials can be reversible or irreversible
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Sudden geological changes and extreme weather events can affect Earth’s surface
Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources
Science involves testing predictions by gatheringand usingto develop explanations of events and phenomena and reflects historical and cultural contributions
Science involves testing predictions by gatheringand usingto develop explanations of events and phenomena and reflects historical and cultural contributions
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Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
Scientific knowledge is used to solve problems and inform personal and community decisions
Scientific knowledge is used to solve problems and inform personal and community decisions
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With guidance, pose clarifying questions and make predictions about scientific investigations
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
Decide variables to be changed and measured in fair tests, and observe measure and recordwith accuracy usingas appropriate
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships inusingas appropriate
Comparewith predictions and use asin developing explanations
and suggest improvements to scientific investigations
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts
Show subject-specific achievement standard
By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.
Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.
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Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Classification helps organise the diverse group of organisms
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs
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Interactions between organisms, including the effects of human activities can be represented by food chains and food webs
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques
Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon
Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable
Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable
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Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object
Scientific knowledge has changed peoples’ understanding of the world and is refined as newbecomes available
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
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Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
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People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
Collaboratively and individually plan and conduct a range oftypes, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
Collaboratively and individually plan and conduct a range oftypes, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
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Measure and control variables, select equipment appropriate to the task and collectwith accuracy
Construct and use a range of representations, including graphs, keys and models to represent andpatterns or relationships inusingas appropriate
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on
scientific investigations including evaluating the quality of thecollected, and identifying improvements
Use scientific knowledge and findings from investigations toclaims based on
Communicate ideas, findings andbased solutions to problems using scientific language, and representations, usingas appropriate
Show subject-specific achievement standard
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Cells are the basic units of living things; they have specialised structures and functions
Cells are the basic units of living things; they have specialised structures and functions
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Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce
Properties of the different states ofcan be explained in terms of the motion and arrangement of particles
Differences between elements, compounds and mixtures can be described at a particle level
Chemical change involves substances reacting to form new substances
Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales
Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales
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Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems
Scientific knowledge has changed peoples’ understanding of the world and is refined as newbecomes available
Scientific knowledge has changed peoples’ understanding of the world and is refined as newbecomes available
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Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
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Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
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People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
Collaboratively and individually plan and conduct a range oftypes, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
Collaboratively and individually plan and conduct a range oftypes, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
Discover resources in Scootle
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Discuss further in Scootle
Measure and control variables, select equipment appropriate to the task and collectwith accuracy
Construct and use a range of representations, including graphs, keys and models to represent andpatterns or relationships inusingas appropriate
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on
scientific investigations including evaluating the quality of thecollected, and identifying improvements
Use scientific knowledge and findings from investigations toclaims based on
Communicate ideas, findings andbased solutions to problems using scientific language, and representations, usingas appropriate
Show subject-specific achievement standard
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and 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. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.
Hide full description ›
Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their
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Ecosystems consist of communities of interdependent organisms and abiotic components of the environment;and energy flow through these systems
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment;and energy flow through these systems
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Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems
Allis made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms
Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed
Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer
Theof plate tectonics explains global patterns of geological activity and continental movement
Energy transfer through different mediums can be explained using wave and particle models
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
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Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Advances in scientific understanding often rely on developments inand technological advances are often linked to scientific discoveries
People use scientific knowledge towhether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities
People use scientific knowledge towhether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities
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Values and needs of contemporary society can influence the focus of scientific
Values and needs of contemporary society can influence the focus of scientific
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Formulate questions or hypotheses that can be investigated scientifically
Plan, select and use appropriatetypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
Plan, select and use appropriatetypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
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Select and use appropriate equipment, including digital technologies, to collect and recordsystematically and accurately
patterns and trends in data, including describing relationships between variables and identifying inconsistencies
Use knowledge of scientific concepts to draw conclusions that are consistent with
conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the
Criticallytheof information in primary and secondary sources andthe approaches used to solve problems
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
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By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.
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Science and Religion influence how we understand the world and live in the world. Science and Religion are both important to human well-being. They are not at odds but are united in the continuing search for truth in unlocking the mysteries of the cosmos. While Science and Religion may have different starting points and use different methods, they are nevertheless complementary and address the same world realities.
Pope John Paul II reminds us that 'Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish.'
Embedding Catholic perspectives in the teaching and learning of Science are grounded in the belief that each learner’s knowledge, deep understanding, skills and values about justice, peace and ecological stewardship are developed across the curriculum.
Christian Anthropology identifies the human person as a co-creator with God reflected in the Science Curriculum characterised by creative responses to complex problems; collaborative and relational approaches to learning and positive action for, and in, the broader community.
Catholic Epistemology orientates scientific learning and teaching towards practical scientific and technological knowledge that is ethical connecting faith and life, life and culture.
Catholic View of Cosmology emphasises stewardship and sacramentality and requires learners to take responsibility to cultivate creative solutions to complex problems of life and living.
When embedding Catholic Perspectives in the Science curriculum teachers look for the most appropriate and powerful opportunity that develops a natural understanding of the connection between Science and Religion.
Some people believe that Science and Religion are diametrically opposed. If the Catholic church were opposed to Science then there would be very few Catholic scientists, no scientific research by Catholic institutions, but this is not the case. Since the mid 19th Century, the Catholic church has been actively involved in demonstrating how Religion is not opposed to Science. As a patron of the Sciences, the Catholic church has been involved in scientific pursuits, particularly through the Vatican Observatory.
Historically, Catholics are numbered among the most important scientists of all time, including Rene Descartes, Blaise Pascal and Laura Bassi. As an intuitive physicist, Galileo understood and communicated the planetary system and was famously condemned by theologians whose understanding of world structure was founded in a literal interpretation of Sacred Scripture. If only they had recalled St Augustine and St Thomas Aquinas who recognised that Scripture often speaks the truth about creation in a nonliteral, non-scientific way. The ‘sun may rise’ when reading scripture and in daily speak, even though scientifically it is the earth that turns and revolves around the sun.
The scientist credited with proposing in the 1930s what came to be known as the Big Bang Theory of the origin of the universe was Georges Lemaitre, a Belgian physicist and Roman Catholic priest.
Catholic Education Resource Centre
On 18th November 2017, Pope Francis received the participants in the Plenary of the Pontifical Council for Culture, dedicated to the theme “The future of humanity: new challenges to anthropology”.
Pope Francis: Science and technology have helped us further the boundaries of knowledge of nature and, in particular, of the human being. But they alone are not enough to provide all the answers. Today, we increasingly realize that it is necessary to draw on the treasures of wisdom preserved in religious traditions, popular wisdom, literature and the arts, which touch the depths of the mystery of human existence, not forgetting, but rather rediscovering those contained in philosophy and in theology.
Transmission of heritable characteristics from one generation to the next involves DNA and genes
Theof evolution by natural selection explains the diversity of living things and is supported by a range of scientific
Theof evolution by natural selection explains the diversity of living things and is supported by a range of scientific
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The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
The atomic structure and properties of elements are used to organise them in the Periodic
Different types of chemical reactions are used to produce a range of products and can occur at different rates
The universe contains features including galaxies, stars and solar systems, and the Big Bangcan be used to explain the origin of the universe
The universe contains features including galaxies, stars and solar systems, and the Big Bangcan be used to explain the origin of the universe
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Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere
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Energy conservation in acan be explained by describing energy transfers and transformations
The motion of objects can be described and predicted using the laws of physics
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
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Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries
People use scientific knowledge towhether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities
People use scientific knowledge towhether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities
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Values and needs of contemporary society can influence the focus of scientific
Values and needs of contemporary society can influence the focus of scientific
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Values and needs of contemporary society can influence the focus of scientific research
Formulate questions or hypotheses that can be investigated scientifically
Plan, select and use appropriatetypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
Plan, select and use appropriatetypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
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Select and use appropriate equipment, including digital technologies, to collect and recordsystematically and accurately
patterns and trends in data, including describing relationships between variables and identifying inconsistencies
Use knowledge of scientific concepts to draw conclusions that are consistent with
conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the
Criticallytheof information in primary and secondary sources, andthe approaches used to solve problems
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
Show subject-specific achievement standard
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
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