Investigate with ICT: ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT. Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students to: pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the ‘big picture’ before focusing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop and possibilities analyse information logically and make reasoned judgments evaluate and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas transfer their knowledge to new situations Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to:
Biological Science Cells are the basic units of living things and have specialized structures and functions Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment The transmission of heritable characteristics from one generation to the next involves DNA and organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce Ecosystems consist ofcommunities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence Chemical Science The properties of the different states of matter can be explained in terms of the motion and arrangement of particles All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms The atomic structure and properties of elements are used to organise them in the Periodic Table Differences between elements, compounds and mixtures can be described at a particle level Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed Different types of chemical reactions are used to produce a range of products and can occur at different rates Chemical change involvessubstances reacting to form new substances Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer Earth adn Space Science Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within The theory of plate tectonics explains global patterns of geological The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be
Earth over a variety of timescales activity and continental movement used to explain the origin the universe. Global systems, including the carbon rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere Physical Science Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems Forms of energy can be transferred in a variety of ways through different mediums Energy conservation in a system can be explained by describing energy transfers and transformations. The motion of objects can be described and predicted using the laws of physics YEAR 7 YEAR 8 YEAR 9 YEAR 10 Nature and Development of science Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science Advances in scientific understanding rely on developments in technology and technological advances are often linked to scientific discoveries
Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities People use understanding and skills from across the disciplines of science in occupations The values and needs of contemporary society can influence the focus of scientific research Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Formulate questions or hypotheses that can be investigated scientifically Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166) explaining the choice of variables to be controlled, changed and measured in an investigation ensuring that any investigation involving or impacting on animals is justified, humane and considerate of each animal’s needs learning specific skills for the use of scientific instruments considering the potential hazards of chemicals or biological materials used in experimental investigations describing specific safety precautions required for investigations using probes and data loggers to record information Processing and analysing data and information Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169) designing and constructing appropriate graphs to represent data and analysing graphs for trends and patterns calculating means and ranges from data and considering the distribution of sets of quantitative data using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170) comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate suggesting more than one possible explanation of the data presented Evaluating Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171) distinguishing between random and systematic errors and how these can affect investigation results Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172) explaining why suggested changes will improve the accuracy of investigations researching the methods used by scientists in studies reported in the media describing how scientific arguments are used to make decisions regarding personal and community issues Communicating Communicate scientific and information for a particular purpose, including constructing arguments and using appropriate scientific language, conventions and representations (ACSIS174) presenting results and using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions using secondary sources as well as students’ own findings to help explain a scientific concept using the internet to facilitate collaboration in joint projects and discussions