Year 6 Achievement standard
By the end of Year 6, students are able to identify simple scientific questions for investigation with minimal guidance and make predictions based on these questions. They begin to plan and conduct investigations
independently. They suggest variables to be changed, measured and kept the same in an investigation. They use simple tools and equipment with minimal guidance to make observations and measurements. They are
able to use ICT to record and organise data and can use the results of their investigations and other information as evidence to develop explanations. They reflect on general aspects of their investigation process with a
view to improve the methods used. They recognise and describe a range of living systems and can explain how some of their components are related (eg food webs, animal habitats, human impacts). They explain
cause-and-effect relationships in familiar situations as well as in the wider environment (eg changes to materials, energy transformations, earthquakes and volcanic eruptions). They understand some environmental
impacts of human activity such as water and energy use and can use their knowledge of science to suggest ways that humans can care for their environment. They describe how major scientific and technological
developments can be influenced by society (eg researching use of sustainable energy sources) and can affect our lives and the environment.
SCIENCE INQUIRY SKILLS YEAR 6
1. Questioning and predicting
Identify simple questions that can be investigated scientifically
and predict the outcome of an investigation
(S6SIS1)
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discussing in groups possible situations to
investigate
using similar situations encountered in the past in
order to decide what may happen in a new situation
sharing ideas about what may be predicted to
happen, and why
SCIENCE AS A HUMAN ENDEAVOUR YEAR 6
1. Nature of science
1. Relationships of living things
Science ideas and understandings change as new evidence
becomes available (eg how ideas about resource use and
sustainable energy use have developed)
(S6SHE1)
Relationships between living things, including food webs, and
suitability for particular habitats
(S6SU1)
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2. Investigation methods
Contribute to decisions about the investigation method to use,
including using fair tests, models, information research, surveys
and data from secondary sources
(S6SIS2)
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experiencing a range of ways of discovering
information and ideas relating to science, including
the internet and text-based research
understanding how models can be used to represent
scientific ideas, and constructing physical models to
demonstrate an aspect of scientific understanding
Science has led to changes in the way people live and its
applications both influence, and can be influenced by, personal
and community choices (eg in relation to sustainable practices)
(S6SHE2)
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Identify the variables that should be kept the same and decide
which one should be changed and which one measured in fair
tests
(S6SIS3)
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discussing in groups how their investigations can be
made to be as fair as possible
using the idea of an independent variable (not
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researching how the use of resources has changed
based on scientific evidence about consequences for
the environment
discussing and evaluating how environmental studies
can influence land management methods
researching how our understanding of the causes
and effects of major natural events at the Earth’s
surface have changed over time as new evidence
has become available
2. Influence of science
3. Fair testing
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SCIENCE UNDERSTANDING YEAR 6
comparing how personal and community choices
about preferred futures influence our application of
science for energy sustainability (eg choosing solar
panels for the home, government-funded research
into sustainable sources of energy)
researching and evaluating how science is applied to
the important issue of water quality, treatment and
sustainability in the Australian context
researching how our understanding of catastrophic
natural events helps in planning for their early
detection and in minimising their impact
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2. Using Earth's resources
Human activity, such as the use and management of water,
energy sources and mineral resources, can have
consequences for the environment and other living things
(S6SU2)
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3. Collaboration in science
Teams of scientists are often required to work together on
constructing and interpreting food webs to map
(model) relationships between organisms in an
environment
describing relationships between living things in a
habitat (ecosystem)
comparing the living things in two habitats and
understanding that different habitats have distinctly
different sets of flora and fauna
investigating the characteristics of living things,
including their body structure and behaviour, and
recognising that these characteristics help them to
survive in their particular environment
investigating extreme environments, such as
Antarctica and deserts, and identifying ways living
things are suited to surviving in those environments
understanding that living things within a habitat will
find a wide range of ways to survive in that habitat
(eg some may be nocturnal, some diurnal, some may
migrate to avoid cold weather while others may
hibernate)
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understanding that energy resources have
associated environmental costs when humans use
them, and that their use can be managed to minimise
the environmental impact
understanding how at least one energy resource,
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needing to use this terminology) as something that is
being investigated by changing it and measuring the
effect of this change
understanding how changes in other variables can
affect investigations and why these need to be kept
the same during an investigation
4. Using equipment
projects (eg in environmental science, in researching
sustainable energy sources and technologies)
(S6SHE3)
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Collaboratively select equipment and materials and use them
safely and appropriately, identifying potential risks
(S6SIS4)
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discussing possible hazards involved in conducting
investigations and how these risks can be reduced
5. Observing and measuring
Use a range of tools to accurately observe, measure and
record data and represent it in a variety of ways including
tables and graphical methods, using ICT where appropriate
(S6SIS5)
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using familiar tools such as rulers, weighing scales
and watches to measure objects and events in
investigations
adding information to previously constructed tables,
graphs and spreadsheets
using familiar units such as grams, seconds and
metres and developing the use of derived units such
as kilograms and millimetres
investigating the different roles of scientists who work
in teams to identify, monitor and address
environmental problems
understanding that scientists develop specialised
skills and knowledge, and that often teams of
scientists are required to work together on projects
(eg in researching and managing catastrophic natural
events, in researching sustainable sources of energy
and in developing sustainable technologies)
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3. Major events at the Earth's surface
The causes and effects of major natural events at the Earth’s
surface such as earthquakes, tsunamis and volcanic eruptions
(S6SU3)
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4. Contribution of scientists
Australian scientists have made a significant contribution to
scientific understanding in various fields of human endeavour
(eg in agriculture, environmental science, sustainable
technology)
(S6SHE4)
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Identify and describe patterns or relationships in observations
and data
(S6SIS6)
exploring institutions and locations where
contemporary Australian scientists conduct scientific
research relating to catastrophic natural events (eg
the Australian Bureau of Meteorology)
researching the contribution of Australian scientists
(eg Professor Tim Flannery) in investigating the
effects of human impact on environments and in
investigating sustainable sources of energy and their
application
researching Aboriginal and Torres Strait Islander
individuals who have made significant contributions
to developments in western science (eg David
Unaipon)
Changes to materials caused by heating, cooling or combining
can be reversible or irreversible and this influences the use of
materials
(S6SU4)
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5. Science and culture
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identifying similarities and differences in qualitative
data in order to group items and/or materials
describing simple cause-and-effect relationships as
shown by trends in numerical data
7. Developing explanations
Science and culture interact to influence personal and
community choices (eg in making decisions about resource use
and sustainable management of the environment)
(S6SHE6)
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Compare observations and data with predictions and use as
evidence in developing explanations
(S6SIS7)
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sharing ideas as to whether observations match or
do not match predictions, and discussing possible
compiling a list of examples of major natural events
identifying and investigating the causes of some
major natural events such as earthquakes, volcanic
eruptions, bushfires, droughts and tsunamis
investigating ways we measure major natural events
exploring ways science can be used in the control
and management of major natural events
4. Changing and using materials
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6. Analysing results
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water and one mineral resource can be used and
managed
using food webs to explain and predict how human
changes to habitats can lead to endangered species
or extinctions
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researching how the traditional land management
practices and environmental knowledge of Aboriginal
and Torres Strait Islander peoples can augment
western scientific knowledge and help inform our
sustainable management of the environment to
minimise human impact
considering cultural perspectives and scientific
knowledge in reflecting on decisions about the use of
resources (eg mining on the traditional land of
Aboriginal and Torres Strait Islander peoples)
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describing what happens when materials are mixed
and investigating the solubility in water of a range of
common materials
understanding that heating and cooling can cause a
change in state and that boiling, freezing, melting,
evaporating and condensing are all reversible
changes
understanding that irreversible changes to materials
can be detrimental in cases like burning and rusting,
but that in others the change is useful (eg baking a
cake or making cement)
investigating how the way a material changes can
influence its use
investigating ways Aboriginal and Torres Strait
Islander peoples traditionally manipulated native
plants to remove toxins and release vapours for
medicinal purposes
5. Sustainable energy transformations
Sustainable sources of energy, including water, solar and wind,
and how they can be transformed into useful forms of energy
(S6SU5)
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investigating how moving air and water can be used
reasons if predictions are not found to be correct
8. Communicating
Use a range of forms to represent and communicate evidence,
ideas and explanations including using models and reports
(S6SIS8)
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using labelled diagrams, including cross-sectional
representations, to communicate their ideas and
knowledge
using a variety of written and spoken text types,
including information reports, explanations,
arguments, debates and procedural recounts to
communicate science ideas
making physical models, either individually or in
groups, to represent scientific ideas
9. Reflecting on methods
Reflect on the process of investigation to evaluate the quality of
evidence and to suggest improvements to the planning of
investigations
(S6SIS9)
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comparing results with others to get an idea of the
reliability of the results
describing positive and negative aspects of
investigations and working collaboratively to suggest
improvements to the methods used
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recognising that science can inform choices about
where people live and how they manage natural
disasters, but that some people may have no choice
but to live in areas considered as being dangerous
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to provide power to turn turbines and create
electricity
understanding that electricity can be generated from
sunlight through the use of solar panels
investigating other sustainable sources of energy and
how they can be transformed into useful forms
understanding that sustainable sources of energy are
often regarded as the renewable forms of energy and
that they can be used without compromising
availability of energy sources for future generations