Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify substances
according to their observable properties and
behaviours. They explain everyday phenomena
Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) associated with the transfer of light. They describe
Science understanding

the key features of our solar system. They

analyse how the form of living things enables
Earth and space sciences  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) them to function in their environments. Students
discuss how scientific developments have affected
people’s lives and how science knowledge
Physical sciences  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) develops from many people’s contributions.

Students follow instructions to pose questions for

Nature and development  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena investigation, predict what might happen when
of science  Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081) variables are changed, and plan investigation
as a human endeavour

methods. They use equipment in ways that are

safe and improve the accuracy of their
observations. Students construct tables and
Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) graphs to organise data and identify patterns.
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) They use patterns in their data to suggest
explanations and refer to data when they report
findings. They describe ways to improve the
(Year 5-6)

fairness of their methods and communicate their

Science

ideas, methods and findings using a range of text

types.

Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an
predicting investigation might be (ACSIS231)

Planning and conducting  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
 Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital
technologies as appropriate (ACSIS087)
Science inquiry skills (Year 5-6)

 Use equipment and materials safely, identifying potential risks (ACSIS088)

Processing and analysing  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in
data and information data using digital technologies as appropriate (ACSIS090)
 Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures Biological Science – diagnostic through to
summative assessment
 Numeracy
 Asia and Australia’s engagement with Asia Posing questions and making predictions –
 Information and communication technology (ICT) competence
formative through to summative assessment
 Critical and creative thinking  Sustainability (assuming this inquiry skill has already been worked
 Ethical behaviour on in previous topics)
 Personal and social competence Suggesting improvements – only formative
 Intercultural understanding (assuming this is an ongoing curriculum link being
addressed in the classroom over a variety of topics)

©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012) 1
©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012) 2