Science

Science understanding: Biological sciences: Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals (AC9S3U01).

Science as a human endeavour: Nature and development of science: Examine how people use data to develop scientific explanations (AC9S3H01).

Science as a human endeavour: Use and Influence of Science: Consider how people use scientific explanations to meet a need or solve a problem (AC9S3H02).

Science inquiry skills: Questioning and predicting: Pose questions to explore observed patterns and relationships and make predictions based on observations (AC9S3101).

Science inquiry skills: Planning and conducting: Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment (AC9S3102) and follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate (AC9S3I03).

Science inquiry skills: Processing, modelling and analysing: Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns (AC9S3104).

Science inquiry skills: Evaluating: Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions (AC9S3105).

Science inquiry skills: Communicating: Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate (AC9S3016).

HASS

Skills: Questioning and researching: Develop questions to investigate people, events, developments, places and systems (AC9HS3S01) and locate, collect and record information and data from a range of sources, including annotated timelines and maps (AC9HS3S02).

Skills: Interpreting, analysing and evaluating: Interpret information and data displayed in different formats (AC9HS3S03) and analyse information and data, and identify perspectives (AC9HS3S04).

Skills: Concluding and decision-making: Draw conclusions based on analysis of information

(AC9HS3S05) and propose actions or responses to an issue or challenge that consider possible effects of actions (AC9HS3S06).

Skills: Communicating: Present descriptions and explanations, using ideas from sources and relevant subject-specific terms (AC9HS3S07).

Science

Science understanding: Biological sciences: Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships (AC9S4U01).

Science as a human endeavour: Nature and development of science: Examine how people use data to develop scientific explanations (AC9S4H01).

Science as a human endeavour: Use and influence of science: Consider how people use scientific explanations to meet a need or solve a problem (AC9S4H02).

Science inquiry skills: Questioning and predicting: Pose questions to explore observed patterns and relationships and make predictions based on observations (AC9S4101).

Science inquiry skills: Planning and conducting: Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment (AC9S4103) and follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate (AC9S4I03).

Science inquiry skills: Processing, modelling and analysing: Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns (AC9S4104).

Science inquiry skills: Evaluating: Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions (AC9S4105).

Science inquiry skills: Communicating: Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate (AC9S4016).

HASS

Knowledge and Understanding: Geography: The importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent (AC9HS4K05).

Skills: Questioning and researching: Develop questions to investigate people, events, developments, places and systems (AC9HS4S01) and locate, collect and record information and data from a range of sources, including annotated timelines and maps (AC9HS4S02).

Interpreting, analysing and evaluating: Interpret information and data displayed in different formats

(AC9HS4S03) and analyse information and data, and identify perspective (AC9HS4S04).

Concluding and decision-making: Draw conclusions based on analysis of information

(AC9HS4S05) and propose actions or responses to an issue or challenge that consider possible effects of actions (AC9HS4S06).

Communicating: Present descriptions and explanations, using ideas from sources and relevant subject-specific terms (AC9HS4S07).

Science

Science and Technology: Physical and living systems depend on energy: Living things depend on energy and materials to survive (ST2-SCI-01).

Science and Technology: Design processes and digital systems are used to create solutions: Design is a process of creating and innovating (ST2-DDT-01).

Human Society and its environment

Geographical information is used to understand the world (Aboriginal Peoples use and care for the environment sustainably; People use geographical information to understand climates and environments; People have responsibility to care for Australia’s environments): Describes Aboriginal Peoples’ obligations to Country, Culture and (HS2-ACH-01) and explains how people care for Australia’s environments and participate in Australian society, using geographical information (HS2-GEO-01)

Science

Science as a human endeavour: Nature and development of science: Data from observations obtained through scientific inquiry can be used to develop explanations of natural phenomena (VC2S4H01).

Science as a human endeavour: Use and influence of science: Scientific knowledge, skills and data can be used by people to explain how they will meet a need or solve a problem (VC2S4H02).

Science understanding: Biological sciences: Living things have characteristics that distinguish them from non-living things and things that were once living, including fossils (VC2S4U01) and plants and animals have different life cycles; offspring are similar, but not identical, to their parents (VC2S4U02) and consumers, producers and decomposers have different roles and interactions within a habitat; food chains can be used to represent feeding relationships (VC2S4U03).

Science inquiry: Questioning and predicting: Observations can be used as a basis for posing questions to identify patterns and relationships, and to predict the outcomes of investigations (VC2S4I01).

Science inquiry: Planning and conducting: Scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment (VC2S4I02).

Science inquiry: Processing, modelling and analysing: Data and information can be organised and represented to identify patterns and simple relationships by constructing tables, graphs and visual or physical models (VC2S4I04).

Science inquiry: Evaluating: Findings can be compared to those of others, including, as appropriate, whether a test was fair or not, to enable conclusions to be drawn, and may lead to the identification of further questions for investigation (VC2S4I05).

Science Inquiry: Communicating: Observations, findings and ideas can be communicated for an identified purpose and audience by using scientific vocabulary and digital tools as appropriate (VC2S4I06).

Humanities

Geography: Geographical knowledge and understanding: The relationships between people and their place and its environment (VC2HG4K01) and the importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent (VC2HG4K03) and the functions of vegetation in the environment and the characteristics, spatial distribution and location of the main types of vegetation in Australia and the world, such as forest, woodland, savannah, grassland and desert, including the uses of vegetation by Aboriginal and Torres Strait Islander Peoples (VC2HG4K04).

Geographical skills: Geographical inquiry: Identify and develop questions to guide a geographical inquiry on the diversity of places and environments (VC2HG4S01) and locate, collect and record information and data from a range of sources, including from fieldwork, maps, photographs and graphs (VC2HG4S02) and represent and analyse information and data collected in different formats (VC2HG4S03).

Geographical skills: Concluding and decision making: Draw conclusions based on analysis of information on places and environments, using the concepts of space, interconnection and environment ( VC2HG4S04) and propose actions or responses to an issue or challenge that consider possible impacts of actions (VC2HG4S05).

Geographical Skills: Communicating: Present descriptions using sources and geographical knowledge and concepts (VC2HG4S06).

Science: Science understanding: Biological sciences: Examine how particular structural features and behaviours of living things enable their survival in specific habitats (AC9S5U01).

Science: Science as a human endeavour: Nature and development of science: Examine why advances in science are often the result of collaboration or building on the work of others (AC9S5H01).

Science: Science as a human endeavour: Use and influence of science: Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions (AC9S5H02).

Science Inquiry skills: Questioning and predicting: Pose investigable questions to identify patterns and test and make reasoned predictions (AC9S5101).

Planning and conducting: Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place (AC9S5102), and use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate (AC9S5103).

Processing, modelling and analysing: Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships (AC9S5104).

Evaluating: Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions (AC9S5105).

Communicating: Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate (AC9S5016).

HASS: Geography: Knowledge and understanding: The influence of people, including First Nations Australians and people in other countries, on the characteristics  of a place (AC9HS5K04) and the management of Australian environments, including managing severe weather events such as bushfires, floods, droughts or cyclones, and their consequences (AC9HS5K05).

Skills: Questioning and researching: Develop questions to investigate people, events, developments, places and systems (AC9HS5S01) and locate, collect and organise information and data from primary and secondary sources in a range of formats (AC9HS5S02).

Interpreting, analysing and evaluating: Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships (AC9HS5S03) and evaluate primary and secondary sources to determine origin, purpose, and perspectives (AC9HS5S09).

Concluding and decision-making: Develop evidence-based conclusions (AC9HS5S05) and propose actions or responses to issues or challenges and use criteria to assess the possible effects (AC9HS5S06).

Communicating: Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (AC9HS5S07).

Science: Science understanding: Biological sciences: Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions (AC9S6U01).

Science: Science as a human endeavour: Nature and development of science: Examine why advances in science are often the result of collaboration or building on the work of others (AC9S6H01).

Science: Science as a human endeavour: Use and influence of science: Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions (AC9S6H02).

Science Inquiry skills: Questioning and predicting: pose investigable questions to identify patterns and test relationships and make reasoned predictions (AC9S6101)

Planning and conducting: Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place (AC9S6102) and use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate (AC9S6103).

Processing, modelling and analysing: Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships (AC9S6104).

Evaluating: Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions (AC9S5105).

Communicating: Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate (AC9S6016).

Economics and business: Influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choices (AC9HS6K08).

HASS: Geography: Skills: Questioning and researching: Develop questions to investigate people, events, developments, places and systems (AC9HS6S01) and locate, collect and organise information and data from primary and secondary sources in a range of formats (AC9HS6S02).

Interpreting, analysing and evaluating: Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships (AC9HS6S03) and evaluate primary and secondary sources to determine origin, purpose, and perspectives (AC9HS6S09).

Concluding and decision-making: Develop evidence-based conclusions (AC9HS6S05) and propose actions or responses to issues or challenges and use criteria to assess the possible effects (AC9HS6S06).

Communicating: Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (AC9HS6S07).

Science and technology: Knowledge of our world and beyond inspires sustainable solutions (living things may change over millions of years, in response to their environments): Uses evidence to explain how scientific knowledge can be used to develop sustainable practices (ST3-SCI-01) and poses questions to identify variables and conducts fair tests to gather data (ST3-PQU-01) and interprets data to support explanations and arguments (ST3-DAT-01).

Creating written texts in Science and Technology: Creates written texts to communicate understanding of scientific and technological concepts and processes (ST3-CWT-01).

HSIE

Geographical information is used to plan for sustainable futures (Aboriginal Cultural Knowledges and Practices that care for Country; People organise and manage places using geographical information; People can protect global environments and use sustainable practices for the future): Describes Aboriginal Knowledges and Practices that care for Country and the importance of Aboriginal Languages revival (HS3-ACH-01) and examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information (HS3-GEO-01).

Science

Science as a human endeavour: Nature and development of science: Scientific knowledge changes over time, often resulting from collaboration or by building on the work of others, and leads to advances in science (VC2S6H01).

Science as a human endeavour: Use and influence of science: Scientific knowledge, skills and data can be used by individuals and communities to identify problems, consider responses and make decisions (VC2S6H02).

Science understanding: Biological sciences: Habitats can be described by their physical conditions; changing the physical conditions of a habitat, including by human activity, may affect the growth and survival of organisms (VC2S6U01) and organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments (VC2S6U02).

Science inquiry: Questioning and predicting: Investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships (VC2S6I01).

Science inquiry: Planning and conducting: Repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas (VC2S6I02).

Science inquiry: Processing, modelling and analysing: Data and information can be organised and processed to show patterns, trends and relationships by constructing representations including tables, graphs and visual or physical models (VC2S6I04).

Science inquiry: Evaluating: Methods and findings can be compared with those of others to identify sources of error, to select evidence in support of reasoned explanations and conclusions, and to develop further questions for investigation (VC2S6I05).

Science inquiry: Communicating: Scientific ideas, findings, patterns, trends and relationships can be communicated for a specific purpose and audience, using various presentation formats, scientific vocabulary and digital tools as appropriate (VC2S6I06).

Geography

Geography: Geographical Knowledge and Understanding: Management of Places: How places and environments are changed and managed by people (VC2HG6K01) and the impacts of the interconnections between places on their characteristics (VC2HG6K02) and the specific geographical and other characteristics that shape their place, how their place is changing and how change is managed (VC2HG6K03) and the importance of sustainability to places and environments, including the custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country and Place and how it influences their sustainability practices (VC2HG6K04).

Geographical Skills: Geographical Inquiry: Develop a range of geographical questions on how places are managed (VC2HG6S01) and locate, collect and organise information and data from primary and secondary sources, including from fieldwork (VC2HG6S02) and represent information and data collected using maps that conform to cartographic conventions, graphs, tables, sketches and other formats (VC2HG6S03) and interpret and analyse information and data in a range of formats to identify and describe patterns and trends, or to infer relationships (VC2HG6S04).

Geographical Skills: Concluding and decision making: Develop evidence-based conclusions on the management of places using the concepts of place, interconnection, environment and sustainability ( VC2HG6S05) and propose actions or responses to issues or challenges in land management and use criteria to assess the possible impacts (VC2HG6S06).

Geographical Skills: Communicating: Develop explanations that draw ideas and findings from sources and use relevant geographical knowledge and concepts (VC2HG6S07).