Science


Year-Reception (FOUNDATION)

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavor by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequence

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In Reception, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore changes in the world around them, including changes that impact on them with the following scope and sequence of topics:

Reception Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Habitats and Homes Weather Forecast What I need to survive Move it

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Foundation/Reception Year Achievement Standard

By the end of the Foundation/Reception year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Students share observations of familiar objects and events.

 

 

Year 1

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavour by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequences

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environments and suggest how science helps people care for environments with the following scope and sequence of topics:

Year 1 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
What is a Family Living Things: Habitat and Survival Changing Shape and Size: How? Light and Sound Phenomenon’s

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 1 Achievement Standard

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments.

Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

 

 

Year 2

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavour by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequences

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.

Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others with the following scope and sequence of topics:

Year 2 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Similarities and Difference Materials Around Us and Water Push and Pull Life Cycles

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

 

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 2 Achievement Standard

By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.

Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.

 

 

Year 3

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavour by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequence

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations and describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives with the following scope and sequence of topics:

Year 3 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
How can we help the planet? Solid, Liquid and Gas Day and Night Living and Non-Living Things

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 3 Achievement Standard

By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives.

Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

 

 

Year 4

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavour by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequence

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In Year 4, students develop their understanding of a range of systems operating at different time and geographic scales. They broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They also apply their knowledge to make predictions whilst focusing on the following topics throughout the year:

Year 4 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Weather Food Chains Webs and Survival, Direct and Indirect Forces The Changing Earth

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 4 Achievement Standard

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others’ actions.

Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings.

 

 

Year 5

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavour by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them, are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequence

Through Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In grade 5, students develop their understanding of a range of systems operating at different time and geographic scales. They broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They also apply their knowledge to make predictions whilst focusing on the following topics throughout the year:

Year 5 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Adaptation Light Works Earth’s Place in Space Exploring the Make Up of Matter

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 5 Achievement Standard

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives and how science knowledge develops from many people’s contributions.

Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

 

 

Year 6

Overview

Through the learning of Science, students are given the opportunities to develop an understanding of important Science concepts and processes, the practices used to develop scientific knowledge, Science’s contribution to our culture and society and Science’s applications in our lives. The Science Curriculum at Garden College aims to improve students’ inquiry skills, general knowledge of Science or ‘Scientific Literacy’ and their understanding of Science as a human endeavor by highlighting different approaches to a scientific view of the world.

Lesson Structure

Science lessons at Garden College are taught using an integrated inquiry model. The lessons aim to engage students with hands on experiences and activities that encourage them to ask questions and with support, discover ways of finding answers to their enquiries. Incursions and excursions that focus on assisting students to make sense of the Science in their lives and around them are organised and complement, as well as contribute to the teaching of Science at Garden College.

Scope and Sequence

Throughout Science at Garden College, students learn that observations can be organised to reveal patterns and that these patterns can be used to make predictions about phenomena. In year 6, students develop their understanding of a range of systems operating at different time and geographic scales. They broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They also apply their knowledge to make predictions whilst focusing on the following topics throughout the year:

Year 6 Science Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Are you a discerning consumer? It’s Electrifying Natural Disasters and their Effects Extreme Environments and Survival

Assessment

Assessment includes:

  • Diagnostic assessment during the engage phase of the unit to gauge student understandings
  • Ongoing anecdotal notes/checklist of the skills attained
  • Projects with attached rubrics
  • Formal and informal summative topic tests

Resources

Primary Connections units are the primary resource referenced when planning for Science at Garden College. Incursions and excursions relevant to the topics being taught are also valuable and complement the understandings that are being developed.

Benchmarks and Recommendations

Garden College aims to engage students in Science topics and then set up learning experiences where students are given the opportunity to explore and explain their understandings. Where a student has specific wonderings, it is encouraged that parents support them in seeking answers to their questions and making sense of the environment and Science in their daily lives through talk and research, where possible.

Year 6 Achievement Standard

By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures.

Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings.