Australian+Curriculum.+Science.

The Australian Curriculum: Science aims to ensure that students develop:

 * an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live
 * an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all [|material] things
 * an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and [|investigations] based on ethical principles; collecting and [|analysing] [|data]; [|evaluating] results; and drawing critical, [|evidence]-based [|conclusions]
 * an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of [|evidence], and to [|evaluate] and debate scientific arguments and claims
 * an ability to solve problems and make informed, [|evidence]-based decisions about current and future applications of science while taking into account ethical and social implications of decisions
 * an understanding of historical and cultural contributions to science as well as [|contemporary science] issues and activities and an understanding of the diversity of careers related to science
 * a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

Content structure
The Australian Curriculum: Science has three interrelated strands: //Science Understanding, Science as a Human Endeavour// and //Science Inquiry Skills//. Together, the three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.

**Science Understanding**
Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena, and applies that knowledge to new situations. Science knowledge refers to facts, concepts, principles, [|laws], [|theories] and [|models] that have been established by [|scientists] over time. The //Science Understanding// strand comprises four sub-strands. The content is described by year level.

Biological sciences
The biological sciences sub-strand is concerned with understanding living things. The key concepts developed within this sub-strand are that: a diverse range of living things have evolved on Earth over hundreds of millions of years; living things are interdependent and interact with each other and their [|environment]; and the form and features of living things are related to the functions that their body [|systems] perform. Through this sub-strand, students investigate living things, including animals, plants, and micro-organisms, and their interdependence and interactions within ecosystems. They explore their life cycles, body [|systems], structural [|adaptations] and behaviours, how these features aid survival, and how their [|characteristics] are inherited from one generation to the next. Students are introduced to the cell as the basic unit of life and the processes that are central to its function.

Chemical sciences
The chemical sciences sub-strand is concerned with understanding the composition and behaviour of substances. The key concepts developed within this sub-strand are that: the chemical and physical [|properties] of substances are determined by their structure at an atomic scale; and that substances change and new substances are produced by rearranging atoms through atomic interactions and energy transfer. In this sub-strand, students [|classify] substances based on their [|properties], such as solids, liquids and gases, or their composition, such as elements, compounds and mixtures. They explore physical changes such as changes of state and dissolving, and investigate how chemical reactions result in the production of new substances. Students recognise that all substances consist of atoms which can combine to form molecules, and chemical reactions involve atoms being rearranged and recombined to form new substances. They explore the [|relationship] between the way in which atoms are arranged and the [|properties] of substances, and the effect of energy transfers on these arrangements.

Earth and space sciences
The Earth and space sciences sub-strand is concerned with Earth’s dynamic structure and its place in the cosmos. The key concepts developed within this sub-strand are that: Earth is part of a solar [|system] that is part of a larger universe; and Earth is subject to change within and on its surface, over a range of timescales as a result of natural processes and human use of resources. Through this sub-strand, students view Earth as part of a solar [|system], which is part of a galaxy, which is one of many in the universe and explore the immense scales associated with space. They explore how changes on Earth, such as day and night and the seasons relate to Earth’s rotation and its orbit around the sun. Students investigate the processes that result in change to Earth’s surface, recognising that Earth has evolved over 4.5 billion years and that the effect of some of these processes is only evident when viewed over extremely long timescales. They explore the ways in which humans use resources from the Earth and appreciate the influence of human activity on the surface of the Earth and the atmosphere.

Physical sciences
The physical sciences sub-strand is concerned with understanding the nature of [|forces] and motion, and [|matter] and energy. The two key concepts developed within this sub-strand are that: [|forces] affect the behaviour of objects; and that energy can be transferred and transformed from one form to another. Through this sub-strand students gain an understanding of how an object’s motion (direction, speed and acceleration) is influenced by a range of contact and non-contact [|forces] such as friction, magnetism, gravity and electrostatic [|forces]. They develop an understanding of the concept of energy and how energy transfer is associated with phenomena involving motion, heat, sound, light and electricity. They appreciate that concepts of [|force], motion, [|matter] and energy apply to [|systems] ranging in scale from atoms to the universe itself.

Science as a Human Endeavour
Through science, humans seek to improve their understanding and explanations of the natural world. Science involves the construction of explanations based on [|evidence] and science knowledge can be changed as new [|evidence] becomes available. Science influences society by posing, and responding to, social and ethical questions, and scientific [|research] is itself influenced by the needs and priorities of society. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account. This strand also recognises that science advances through the contributions of many different people from different cultures and that there are many rewarding science-based career paths. The content in the //Science as a Human Endeavour// strand is described in two-year bands. There are two sub-strands of //Science as a Human Endeavour//. These are:
 * Nature and development of science**: This sub-strand develops an appreciation of the unique nature of science and scientific knowledge, including how current knowledge has developed over time through the actions of many people.
 * Use and influence of science**: This sub-strand explores how science knowledge and applications affect peoples’ lives, including their work, and how science is influenced by society and can be used to inform decisions and actions.

**Science Inquiry Skills**
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on [|investigations]; processing, [|analysing] and interpreting [|evidence]; and communicating findings. This strand is concerned with [|evaluating] claims, investigating ideas, solving problems, drawing [|valid] [|conclusions] and developing [|evidence]-based arguments. Science [|investigations] are activities in which ideas, predictions or [|hypotheses] are tested and [|conclusions] are drawn in response to a question or problem. [|Investigations] can involve a range of activities, including experimental testing, [|field work], locating and using information sources, conducting [|surveys], and using [|modelling] and [|simulations]. The choice of the approach taken will depend on the context and subject of the [|investigation]. In science [|investigations], collection and [|analysis] of [|data] and [|evidence] play a major role. This can involve collecting or extracting information and reorganising [|data] in the form of [|tables], [|graphs], flow charts, diagrams, prose, keys, spreadsheets and databases. The content in the //Science Inquiry Skills// strand is described in two-year bands. There are five sub-strands of //Science Inquiry Skills//. These are:
 * Questioning and predicting**: Identifying and constructing questions, proposing [|hypotheses] and suggesting possible outcomes.
 * Planning and conducting**: Making decisions regarding how to investigate or solve a problem and carrying out an [|investigation], including the collection of [|data].
 * Processing and [|analysing] [|data] and information**: Representing [|data] in meaningful and useful ways; identifying [|trends], [|patterns] and [|relationships] in [|data], and using this [|evidence] to justify [|conclusions].
 * [|Evaluating]**: Considering the quality of available [|evidence] and the merit or significance of a claim, proposition or [|conclusion] with reference to that [|evidence].
 * Communicating**: Conveying information or ideas to others through appropriate representations, text types and modes.

[|Relationship] between the strands
In the practice of science, the three strands of //Science Understanding//, //Science as a Human Endeavour// and //Science Inquiry Skills// are closely integrated; the work of [|scientists] reflects the nature and development of science, is built around scientific inquiry and seeks to respond to and influence society’s needs. Students’ experiences of school science should mirror and connect to this multifaceted view of science. To achieve this, the three strands of the Australian Curriculum: Science should be taught in an integrated way. The content descriptions of the three strands have been written so that at each year this integration is possible. In the earlier years, the ‘Nature and development of science’ sub-strand within the //Science as a Human Endeavour// strand focuses on scientific inquiry. This enables students to make clear connections between the inquiry skills that they are learning and the work of [|scientists]. As students progress through the curriculum they investigate how science understanding has developed, including considering some of the people and the stories behind these advances in science. They will also recognise how this science understanding can be applied to their lives and the lives of others. As students develop a more sophisticated understanding of the knowledge and skills of science they are increasingly able to appreciate the role of science in society. The content of the //Science Understanding// strand will inform students’ understanding of contemporary issues, such as climate change, use of resources, medical interventions, biodiversity and the origins of the universe. The importance of these areas of science can be emphasised through the content of the //Science as a Human Endeavour// strand, and students can be encouraged to view [|contemporary science] critically through aspects of the //Science Inquiry Skills// strand, for example by [|analysing], [|evaluating] and communicating.