Stage 4 science syllabus – Key areas
1. Accuracy vs Validity vs Reliability
These are often confused, but each has a distinct focus:

Accuracy – How close a measurement is to the true or accepted value.
o


Teach through: using correct measuring instruments, zeroing scales,
repeating for precision.
Validity – Whether the investigation tests what it claims to test.
o
Must have: only one independent variable, appropriate controls, and
fair testing.
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Example Misconception: Measuring plant growth with different amounts
of water and sunlight = invalid.
Reliability – Consistency of results across repeated trials.
o
Teach through: repeating experiments and checking for similar
outcomes.
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If results vary widely, the test may not be reliable.
2. Fair Testing

Involves changing only one variable at a time and keeping all others constant.

Leads directly into discussions of validity.

Could be introduced with:
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A poorly controlled experiment
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A group challenge: "Is this a fair test? Why or why not?"
3. Measuring Error and Uncertainty (Introductory)

Teach students that no measurement is perfect.

Use language like:

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“About 10 seconds”
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“Between 15–20°C”
Introduce basic error margins (e.g. ±1 second or ±0.5 cm)
4. Graphing and Interpreting Data

Using collected data to:
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Plot on line graphs (for continuous data)
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Label axes correctly (independent on x-axis, dependent on y-axis)
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Spot patterns, trends, or anomalies
5. Formulating a Hypothesis

A prediction that links the independent and dependent variables using an
"If...then..." structure.

Teach how to justify hypotheses based on prior knowledge.
1. Working Scientifically Skills
These are explicitly taught and assessed:

Questioning and Predicting: Formulate testable questions and hypotheses.

Planning Investigations: Design fair tests, identify variables, use equipment
accurately.

Conducting Experiments: Safely perform investigations, make accurate
measurements.

Processing and Analysing Data: Collect, represent and interpret data
(tables, graphs, averages, trends).

Problem Solving: Apply scientific knowledge to real-world contexts and
problems.

Evaluating: Assess methods, identify improvements, discuss reliability,
accuracy, validity.

Communicating: Write structured reports, use correct terminology and
representations (e.g. chemical formulas, labelled diagrams).
2. Knowledge and Understanding Strands
Each strand contains key content areas:
Strand
Core Topics
Physical
World
Forces, energy transformations (motion, simple machines,
sound/light)
Earth and
Space
Rock cycle, geological time, Earth's structure, renewable/nonrenewable resources
Living World
Cells, classification, body systems, ecosystems
Chemical
World
States of matter, mixtures, physical/chemical changes,
atoms/elements/compounds
📚 Typical High-Ability Assessment Topics / Questions
In selective or high-performing schools, students are assessed with a mix of inquirybased, analytical, and applied questions. Examples:
🔹 Physical World

Topic: Forces and Energy
o
Question: Explain how unbalanced forces affect motion using
Newton’s laws.
o
Extension Task: Design a Rube Goldberg machine using 3 types of
energy transformations. Explain each stage with labelled diagrams.
🔹 Chemical World

Topic: Atoms and Elements
o
Question: Draw the atomic structure of fluorine and explain why it is
reactive.
o
Extension Task: Compare the properties of elements in the same
group and justify trends using atomic structure.
🔹 Living World

Topic: Body Systems
o
Question: Describe how the respiratory and circulatory systems work
together during exercise.
o
Extension Task: Evaluate how changes to an ecosystem (e.g.
pollution or species removal) disrupt food webs.
🔹 Earth and Space

Topic: Geological Change and Resources
o
Question: Describe the rock cycle and the processes that transform
one rock type into another.
o
Extension Task: Propose a sustainable solution to a local
environmental issue based on your understanding of natural resources.
🔍 Challenging Inquiry or Research-Based Tasks
These are often used in top-tier schools:

Design an experiment to test how different surfaces affect friction and
evaluate your method.

Create a scientific model or infographic explaining energy transformations in a
rollercoaster.

Analyse a case study (e.g. climate change, coral bleaching, natural disasters)
and apply scientific reasoning to propose mitigation strategies.

Compare Indigenous knowledge systems with Western scientific explanations
in understanding natural phenomena.