NSW Education Standards Authority

Science 7–10
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Table of contents
Table of contents................................................................................................................................4

Science 7–10.....................................................................................................................................5

Implementation from 2026..............................................................................................................5

Overview........................................................................................................................................5

Syllabus overview.......................................................................................................................5

Outcomes and content for Stage 4................................................................................................9

Working scientifically..................................................................................................................9

Observing the Universe............................................................................................................11

Forces......................................................................................................................................13

Cells and classification.............................................................................................................15

Solutions and mixtures.............................................................................................................17

Living systems..........................................................................................................................19

Periodic table and atomic structure..........................................................................................21

Change.....................................................................................................................................22

Data science 1..........................................................................................................................24

Science 7–10
Implementation from 2026
The new Science 7–10 Syllabus (2023) is to be implemented from 2026.

2024 and 2025 – Plan and prepare to teach the new syllabus

2026 – Start teaching new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Science 7–10
Figure 1 shows the organisation of the Science 7–10 Syllabus. The organisation of the syllabus
illustrates the important role Working scientifically plays across all areas of Science and the
connection to scientific knowledge and concepts. Content has been included in focus areas which
represent the interdisciplinary nature of science.

Figure 1: The organisation of focus areas for Science 7–10

Image long description: The 16 focus areas of Science 7–10 are split into 2 sets of columns for
Stage 4 and Stage 5. The focus areas for Stage 4 include: Observing the Universe; Forces; Cells
and classification; Solutions and mixtures; Living systems; Periodic table and atomic structure;
Change; and Data science 1. The focus areas for Stage 5 include: Energy; Disease; Materials;
Environmental sustainability; Genetics and evolutionary change; Reactions; Waves and motion;
and Data science 2. A rectangle at the bottom of the image, extending across Stage 4 and 5,
Science 7–10 Page 5 of 25
states that a depth study is to be conducted from one or more focus areas. All these items are
enveloped by a box labelled Working scientifically.

Course requirements
The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board-developed Science syllabus substantially in each of Years 7–10

§ complete at least 400 hours of Science study by the end of Year 10.
Course numbers:

§ Science: TBA
§ Science Life Skills: TBA
Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.

Requirements for investigations

Scientific investigations include both practical investigations and secondary-source investigations.
At least 50% of the course time should be allocated to scientific investigations, including time
allocated to investigations during depth studies.

Practical investigations

These include:

§ undertaking laboratory experiments, including fair tests and controlled experiments that involve
the use of appropriate digital technologies
§ undertaking fieldwork
§ models and simulations.
Some students with disability may require adjustments and/or additional support to engage in
practical investigations.

Secondary-source investigations

These include:

§ locating and accessing a wide range of secondary data and information

§ analysing, using and reorganising secondary data and information.
Depth studies

A depth study is any type of scientific investigation that provides students with an opportunity to
pursue their interests and deepen their scientific understanding of one or more focus area. Depth
studies may be completed individually or collaboratively. Students are encouraged to reflect on
their learning by developing a portfolio of work to demonstrate their Working scientifically
processes.

Students are required to undertake at least one depth study every year across Stage 4 and Stage
5.

Guidelines for depth studies are below:

§ 5 hours of class time is recommended per year

§ at least one practical depth study per stage
§ at least 2 Working scientifically processes should be covered.

Science 7–10 Page 6 of 25

A depth study may include:

§ a practical investigation or series of practical investigations

§ a secondary-source investigation or series of secondary-source investigations
§ presentations, research assignments or fieldwork reports.
Safety, risk management and animal welfare

Schools are required to ensure they follow safety and risk management, including the welfare of
animals, in delivering the Science 7–10 Syllabus.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Creating written texts supports learning

The development of the Science 7–10 Draft Syllabus follows Recommendation 2: ‘Clarify and
strengthen writing content in syllabus documents’ from Teaching Writing: Report of the Thematic
Review of Writing (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of
ideas, supports reflection, fosters personal engagement and aids learners to think about the
significance and implication of ideas. Each subject has particular and specific writing demands
relevant for communicating within and about the discipline. Writing about content enhances
understanding across subjects and stages.

The secondary curriculum includes:

§ systematic development of expectations for creating written texts which align with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts and to deepen
their understanding of the subject area
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on development of word consciousness and precise use of subject-specific
terminology.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching.

Science 7–10 Page 7 of 25

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The knowledge, understanding and skills described in the outcomes and content of each focus
area provide a basis for students to successfully progress to the next stage of learning. Focus
areas may be reordered if required in line with instructional priorities and learner needs.

Content groups describe in more detail how the outcomes are to be interpreted and demonstrated,
and the intended learning appropriate for the stage. In considering the intended learning, teachers
make decisions about the sequence and emphasis to be given to particular groups of content
based on the needs and abilities of their students.

The ‘in context’ focus areas are designed to provide students with opportunities to apply their
learning in context. This content group could provide the basis for depth studies.

Data Book
A Data Book (PDF, 1.67MB, 20 pages) has been published to support the implementation of the
Science 7–10 Syllabus.

Data Book guide

A Data Book guide (PDF, 571.32KB, 3 pages) has been published to support teachers in using the
Science 7–10 Data Book.

Working scientifically
The Working scientifically processes are an integral component of the Science 7–10 Syllabus and
are embedded in outcomes and content.

The Working scientifically processes present in the syllabus are:

§ observing
§ questioning and predicting
§ planning investigations
§ conducting investigations
§ processing data and information
§ analysing data and information
§ problem-solving
§ communicating.
Students learn to work scientifically by using these processes in an interconnected way through
regular participation in a range of practical experiences.

Through working scientifically, students extend their understanding of the nature of science and
how scientific ideas, explanations and concepts develop through the processes of scientific inquiry.
They understand the unique interdisciplinary nature of science and the importance of scientific
evidence in making informed decisions.

Teachers may choose to include additional Working scientifically processes as appropriate.

Science 7–10 Page 8 of 25

Outcomes and content for Stage 4
Working scientifically
Outcomes
A student:

§ uses scientific tools and instruments for observations SC4-WS-01

§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-WS-01, SCLS-WS-02, SCLS-WS-03, SCLS-WS-04, SCLS-
WS-05, SCLS-WS-06, SCLS-WS-07, SCLS-WS-08

Content

Observing
§ Make observations using the senses to compare properties of objects, living things and events
§ Demonstrate competency when using scientific equipment to make observations
§ Make relevant observations and measure quantities, including length, mass, temperature and
volume
§ Make a series of observations and measurements that are appropriate to answer a question
that has been posed

Questioning and predicting

§ Identify questions and problems that can be investigated scientifically
§ Make predictions based on scientific knowledge and observations

Planning investigations
§ Identify the purpose of an investigation
§ Identify the independent, dependent and controlled variable(s)
§ Identify the type of data that needs to be collected in a range of investigations
§ Outline the method and equipment needed to undertake an investigation
§ Outline steps to manage safety risks before, during and after an investigation

Conducting investigations
§ Employ safe work practices and manage risks using work health and safety (WHS) practices
§ Assemble and use appropriate equipment and resources to perform an investigation
§ Follow the planned procedure, including the measurement and control of variables
§ Record observations and measurements accurately, using correct units for physical quantities
§ Use a wide range of reliable secondary sources and acknowledge their sources

Science 7–10 Page 9 of 25

Processing data and information
§ Extract information from texts, diagrams, flow charts, tables, databases, graphs and
multimedia resources
§ Use a range of representations to organise data, including graphs, keys, models, diagrams,
tables and spreadsheets
§ Include sources, titles, labels and scales when displaying data in a graph
§ Select the type of graph best suited to represent various single datasets and justify this choice
§ Calculate the mean and range of a dataset
§ Convert between units of measurement

Analysing data and information

§ Assess the reliability of gathered data and information by comparing it to observations and
information from other sources, including published scientific writing
§ Identify patterns and relationships in graphs, keys, models, diagrams, tables and spreadsheets
§ Identify data which supports or refutes a testable statement being investigated or a proposed
solution to a problem
§ Use scientific understanding to identify relationships and draw conclusions based on students’
data and secondary sources
§ Propose inferences based on presented information and observations
§ Evaluate the method used to investigate a question or solve a problem, including evaluating
the quality of the data collected and identifying possible improvements to the investigation

Problem-solving
§ Identify problems and devise possible strategies or solutions
§ Use identified strategies to suggest possible solutions to a familiar problem
§ Use given evaluation criteria to select optimal solutions to problems
§ Identify cause-and-effect relationships and develop models to explain phenomena
§ Evaluate the suitability of different strategies for solving an identified problem using given
criteria

Communicating
§ Present findings and ideas in a range of communication forms, including using relevant
scientific terms, diagrams and graphical representations, as appropriate to audience and
purpose
§ Create written texts to communicate scientific concepts, ideas or investigations using
conventional scientific text structures

Science 7–10 Page 10 of 25

Observing the Universe
Outcomes
A student:

§ explains how observations are used by scientists to increase knowledge and understanding of
the Universe SC4-OTU-01
§ uses scientific tools and instruments for observations SC4-WS-01
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
Related Life Skills outcomes: SCLS-OTU-01, SCLS-WS-01, SCLS-WS-04

Content
Working scientifically

In this focus area, students develop skills in making observations, using scientific tools to observe,
and using a sequence of instructions to safely undertake a range of investigations. Additional
Working scientifically outcomes and skills may be integrated with this content.

Related: Observing, Conducting investigations

Nature of science
§ Discuss that the purpose of science is to build knowledge and understanding of the world and
the Universe through observation, experimentation and analysis
§ Recognise how scientific knowledge can be represented in branches of biology, chemistry,
physics and geology, and consider how modern scientific knowledge is interdisciplinary and
transdisciplinary
§ Explore why scientific research is usually collaborative and builds on the work of others
§ Identify that scientific theories and laws are based on repeated experiments and observations
that describe or predict a range of natural phenomena

Practice of science
§ Identify that the practice of science involves using the Working scientifically processes
§ Use a variety of analog and digital measuring devices in scientific investigations to compare
the range, sensitivity and accuracy of observations provided by those instruments
§ Compare and contrast the accuracy and reliability of observations made using the senses with
those obtained using measuring equipment
§ Explain how observations of natural phenomena can be used to make inferences and testable
predictions
§ Explore the different approaches scientists use in scientific research, including systematic
observations and controlled experiments
§ Follow a sequence of instructions to safely conduct an investigation, and use scientific tools
and instruments to observe how changing the independent variable of the investigation can
cause a change in its dependent variable
§ Conduct an investigation using scientific tools and instruments to make a series of
observations over time
§ Tabulate and graph data from an investigation to identify trends, patterns and relationships,
and draw conclusions

Science 7–10 Page 11 of 25

Space science
§ Compare historical and current solar system models to show how models are modified or
rejected due to new scientific evidence
§ Explain that predictable and observable phenomena on the Earth are caused by the relative
positions of the Sun, the Earth and the Moon
§ Use physical models or virtual simulations to explain the cyclic patterns of lunar phases and
eclipses of the Sun and Moon

Aboriginal and Torres Strait Islander Peoples’ Cultural Knowledges of astronomy

§ Investigate the similarities between Aboriginal and Torres Strait Islander accounts and
mainstream scientific explanations about the phases of the Moon and how the phases affect
tides
§ Explain how Aboriginal and Torres Strait Islander Peoples use stars to identify specific weather
phenomena
§ Describe how Aboriginal and/or Torres Strait Islander Peoples predicted seasonal phenomena
based on their observations of the stars and phases of the Moon to predict animal behaviour,
plant cycles and tidal changes

Observing the Universe in context

§ Investigate how a recent advancement in science has increased knowledge of the world and
the Universe

Science 7–10 Page 12 of 25

Forces
Outcomes
A student:

§ describes the effects of forces in everyday contexts SC4-FOR-01

§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-FOR-01, SCLS-WS-02, SCLS-WS-05, SCLS-WS-06,
SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in identifying and developing questions for investigation,
as well as processing and representing data, and identifying trends, patterns and relationships in
data. Additional Working scientifically outcomes and skills may be integrated with this content.

Related: Questioning and predicting, Processing data and information, Analysing data and
information, Problem-solving

Forces in action
§ Explain forces as either direct (contact) or indirect (non-contact)
§ Conduct a practical investigation on the effects of a range of direct and indirect forces
§ Use force diagrams to model balanced and unbalanced forces
§ Analyse force diagrams to make predictions
§ Examine the relationship between force and energy
§ Describe the electrostatic and gravitational forces exerted between objects
§ Use the concept of forces to describe the motion of objects in orbit
§ Define weight force as the mass × the acceleration due to gravity ( g) ( F=m g )
§ Perform calculations using the equation F=m g to solve for unknowns

Magnets in everyday life

§ Describe how magnets attract or repel each other based on their polarity
§ Conduct a practical investigation to test the effect of distance on the action of a magnet
§ Observe and map the magnetic fields of magnets
§ Conduct a practical investigation to construct electromagnets and compare their strength

Simple machines in everyday life

§ Explore the role of simple machines, from now and in the past, as used in everyday life
§ Conduct a series of practical investigations using simple machines to investigate the action of
forces
§ Investigate how simple machines, such as levers and pulleys, are used to change the
magnitude of force needed when performing a task
§ Identify examples of Aboriginal and Torres Strait Islander Peoples’ application of Knowledge
about forces
§ Investigate how simple machines can solve everyday issues

Science 7–10 Page 13 of 25

Forces in context
§ Investigate examples of forces and magnetism in familiar contexts

Science 7–10 Page 14 of 25

Cells and classification
Outcomes
A student:

§ describes the unique features of cells in living things and how structural features can be used
to classify organisms SC4-CLS-01
§ uses scientific tools and instruments for observations SC4-WS-01
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-FNS-01, SCLS-FNS-02, SCLS-WS-01, SCLS-WS-04,
SCLS-WS-08

Content
Working scientifically

In this focus area, students develop skills in using scientific tools and instruments for observations,
as well as conducting investigations and communicating scientific ideas and concepts. Additional
Working scientifically outcomes and skills may be integrated with this content.

Related: Observing, Conducting investigations, Communicating

Classification of living things

§ Describe the characteristics of living things
§ Discuss the role and importance of classification in ordering and organising the diversity of life
on Earth
§ Classify species using scientific conventions from the binomial system of classification,
including kingdom, phylum, class, order, family, genus and species
§ Conduct an investigation to observe and identify the similarities and differences of structural
features within and between groups of organisms
§ Investigate how organisms in an Australian habitat are adapted to their environment and
document findings in a written scientific report
§ Interpret dichotomous keys to identify organisms surveyed in an Australian habitat
§ Explain how plants and animals are classified in Aboriginal and Torres Strait Islander Cultures
based on their uses, forms and functions

Cells
§ Outline cell theory
§ Identify which cell structures and organelles are common in plant and animal cells
§ Describe the functions of the cell membrane, cytoplasm, nucleus containing DNA,
mitochondria and chloroplasts
§ Compare the structure of plant and animal cells to identify similarities and differences
§ Conduct an investigation to observe and record the similarities and differences between
different cells, including fungi, bacteria, plant and animal cells, using microscopes and/or
images obtained from microscopes
§ Identify cellular respiration via mitochondria, and photosynthesis via chloroplasts, as examples
of important processes that take place in specialised organelles
§ Draw single-celled organisms observed under a microscope

Science 7–10 Page 15 of 25

§ Describe the role of specialised cells in multicellular organisms and explain why they are
needed
§ Represent the arrangement of specialised cells in tissues and in organs
§ Examine the relationship between structure and function for a range of specialised cells
§ Conduct a practical investigation to observe and compare prepared slides of specialised cells

Cells and classification in context

§ Research an organism to explain its classification and describe how it embodies all the
characteristics shared by living things

Science 7–10 Page 16 of 25

Solutions and mixtures
Outcomes
A student:

§ explains how the properties of substances enable separation in a range of techniques SC4-
SOL-01
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-SOL-01, SCLS-WS-03, SCLS-WS-04, SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in planning and conducting investigations, as well as
identifying problem-solving strategies and proposing solutions to problems. Additional Working
scientifically outcomes and skills may be integrated with this content.

Related: Planning investigations, Conducting investigations, Problem-solving

Properties of matter
§ Identify the 3 main states of matter and how they are represented in the movement of water on
earth
§ Conduct an investigation to measure and graph the temperature of water to identify the
changes of state as heated over time
§ Represent changes in the state of matter in terms of particle arrangement and movement
§ Compare the properties of matter in different states, including the relative strength of attractive
forces between solid, liquid and gas particles, to explain differences in the behaviours of the 3
states of matter

Properties of water
§ Investigate the other physical properties of water, such as density, buoyancy and surface
tension
§ Conduct a practical investigation and select appropriate equipment to measure the density of
water and other substances, and record the results in a table to compare the calculated
density with SI data
§ Determine the volume and mass of regular-shaped and irregular-shaped objects to calculate
m
their density using the formula ρ=
V

Solutions
§ Investigate what substances dissolve in water and discuss findings using key terms, including
soluble, insoluble, solubility, solute, solvent and solution
§ Conduct and document a practical investigation to measure solubility of different solutes in
water, and present data using tables and relevant graphs
§ Qualitatively investigate the effect of temperature on solubility
§ Describe how solutions can be modelled using particle theory
§ Compare the properties of dilute, concentrated, saturated and supersaturated solutions

Science 7–10 Page 17 of 25

Separating mixtures
§ Distinguish between atoms, mixtures and compounds and explain their properties using
particle theory
§ Classify matter as pure substances, including elements and compounds, and impure
substances, including mixtures based on their particle composition
§ Explain how the physical properties of substances are used to separate mixtures
§ Conduct a series of practical investigations to explore common techniques to separate
mixtures
§ Investigate techniques used by Aboriginal and/or Torres Strait Islander Peoples to separate
mixtures
§ Investigate an industrial separation technique

Solutions and mixtures in context

§ Model how a body of water can become polluted, and plan and conduct a practical
investigation that attempts to remove the pollutants

Science 7–10 Page 18 of 25

Living systems
Outcomes
A student:

§ describes the role, structure and function of a range of living systems and their components
SC4-LIV-01
§ identifies questions and makes predictions to guide scientific investigations SC4-WS-02
§ uses a variety of ways to process and represent data SC4-WS-05
§ communicates scientific concepts and ideas using a range of communication forms SC4-WS-
08
Related Life Skills outcomes: SCLS-FNS-01, SCLS-FNS-02, SCLS-WS-02, SCLS-WS-05,
SCLS-WS-08

Content
Working scientifically

In this focus area, students develop skills in questioning and predicting, processing data and
information, and communicating scientific ideas and concepts. Additional Working scientifically
outcomes and skills may be integrated with this content.

Related: Questioning and predicting, Processing data and information, Communicating

Body systems
§ Explain the interrelationship among cells, tissues and organs
§ Identify the role of the digestive, circulatory, respiratory and excretory systems of humans, and
name the major organs
§ Draw or annotate representations of models of organ systems to describe their processes and
functions
§ Describe how the structures of organ systems, and the specialised cells within these systems,
enable them to carry out their functions
§ Explain how a disorder or disease affecting the components of a body system, or the removal
of any component in the body system, impacts on the overall functioning of the system and the
organism as a whole
§ Describe how the components of each body system interact to allow the efficient functioning of
an organism

Plant systems
§ Determine the role, structure and function of the components of a plant, including the xylem
and phloem, in maintaining plants as multicellular organisms
§ Use scientific tools and instruments to observe the specialised cells and tissues involved in the
structure and function of plants

Ecosystems
§ Identify the components that make up an ecosystem
§ Investigate the interactions of biotic and abiotic factors in an ecosystem
§ Identify how matter and energy are cycled through an ecosystem
§ Create a food web and ecological energy pyramid based on local area observations to
describe how matter and energy move through an ecosystem

Science 7–10 Page 19 of 25

§ Create written texts to explain how energy pyramids show the amount of energy or matter at
each trophic level
§ Examine secondary-source data on the factors that change populations, including the
introduction of a new species to an ecosystem, to identify trends, patterns and relationships,
and draw conclusions

Living systems in context

§ Investigate factors that lead to a species becoming endangered or extinct to explain why
Australia has some of the world’s highest rates of species population decline and extinction

Science 7–10 Page 20 of 25

Periodic table and atomic structure
Outcomes
A student:

§ explains how uses of elements and compounds are influenced by scientific understanding and
discoveries relating to their properties SC4-PRT-01
§ uses a variety of ways to process and represent data SC4-WS-05
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
Related Life Skills outcomes: SCLS-SOL-01, SCLS-WS-05, SCLS-WS-06

Content
Working scientifically

In this focus area, students develop skills in processing and analysing data and information.
Additional Working scientifically outcomes and skills may be integrated with this content.

Related: Processing data and information, Analysing data and information

Classification of matter
§ Identify some common elements in everyday objects
§ Conduct a series of investigations to identify and compare the physical properties of metals,
non-metals and metalloids
§ Explain how the properties of some common elements, compounds and alloys relate to their
use(s)

Atomic structure
§ Identify the atom as the smallest unit of an element that retains the properties of that element
§ Identify protons, neutrons and electrons as subatomic particles
§ Describe the location, relative charge and mass of protons, neutrons and electrons using the
planetary atomic model
§ Outline how models of atomic structure have changed over time
§ Explain how observations made possible by new technologies have led to a more detailed
understanding of atomic structure

Periodic table
§ Outline patterns and relationships found in the periodic table, including reactivity
§ Predict the properties of elements based on their position and location on the periodic table
§ Identify the unique symbol of a range of elements
§ Use the periodic table to identify the elements in some common compounds
§ Investigate some tests that could be used to identify metal and non-metal elements
§ Model the atomic structure of the first 18 elements to identify that atomic structure changes
with increasing atomic number
§ Describe how the historical development of the periodic table demonstrated understanding of
the chemical and physical properties of elements

Periodic table and atomic structure in context

§ Investigate how the properties and availability of materials, including metals, alloys and
compounds, influence their uses

Science 7–10 Page 21 of 25

Change
Outcomes
A student:

§ explains how energy causes geological and chemical change SC4-CHG-01

§ uses scientific tools and instruments for observations SC4-WS-01
§ plans safe and valid investigations SC4-WS-03
§ follows a planned procedure to undertake safe and valid investigations SC4-WS-04
Related Life Skills outcomes: SCLS-CHG-01, SCLS-EGU-01, SCLS-WS-01, SCLS-WS-03,
SCLS-WS-04

Content
Working scientifically

In this focus area, students develop skills in observation, as well as planning and conducting
investigations. Additional Working scientifically outcomes and skills may be integrated with this
content.

Related: Observing, Planning investigations, Conducting investigations

Energy transfers
§ Identify conduction, convection and radiation as different ways that energy can be transferred,
and distinguish between these forms
§ Describe, using the terms ‘potential energy’ (PE) or ‘kinetic energy’ (KE), how systems can
store different forms of energy, including thermal, elastic, chemical and gravitational energy
§ Identify examples of how energy can change from one form into another
§ Use practical investigations and representations to illustrate energy transformations in a
system
§ Define open and closed systems to describe how energy is transferred into and out of
systems, and how it cycles within a system
§ Apply the law of conservation of energy to familiar examples
§ Use representations to illustrate energy transformations, including how radiant energy from the
Sun can be transformed into a different form of energy

Chemical change
§ Undertake experiments to identify the indicators of physical and chemical changes
§ Describe the initial and final changes that are observed in a chemical reaction, including writing
a word equation to represent a chemical reaction
§ Investigate and observe energy changes in different chemical reactions
§ Conduct a practical investigation to model cellular processes, including respiration and
photosynthesis, and document findings in a written report

Geological change
§ Describe the processes associated with the movement of tectonic plates
§ Identify the evidence used to develop the theory of plate tectonics
§ Identify that earthquakes and volcanoes are natural phenomena that provide evidence of
geological changes in the Earth’s crust and surface
§ Describe how Aboriginal and/or Aboriginal and Torres Strait Islander Cultural accounts provide
evidence of earthquakes and volcanoes on-Country or under the sea
Science 7–10 Page 22 of 25
§ Conduct investigations or simulations to compare the observable properties of different types
of minerals and rocks
§ Use the rock cycle to explain the geological processes that lead to the formation and
transformation of different types of rocks
§ Model the formation of fossils and explain how fossils show evidence that different organisms
existed at different times in the past
§ Recognise that the law of superposition allows scientists to determine the relative age of rock
strata
§ Describe the elemental composition of the Earth and one or more other planets

Change in context
§ Observe or design a chain reaction machine to represent energy stores and explain the
transfers in the system

Science 7–10 Page 23 of 25

Data science 1
Outcomes
A student:

§ explains how data is used by scientists to model and predict scientific phenomena SC4-DA1-
01
§ uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06
§ identifies problem-solving strategies and proposes solutions SC4-WS-07
Related Life Skills outcomes: SCLS-DAS-01, SCLS-WS-06, SCLS-WS-07

Content
Working scientifically

In this focus area, students develop skills in analysing data and information, as well as identifying
problem-solving strategies and proposing solutions to problems. Additional Working scientifically
outcomes and skills may be integrated with this content.

Related: Analysing data and information, Problem-solving

Data science context

The Data science focus area can be taught alongside other focus areas, or aligned to students’
interests, local context or school environment.

Data
§ Examine a range of sources of data and their applications
§ Examine the digital footprint created by different online activities to recognise the importance of
engaging safely with digital systems
§ Recognise that data science is an interdisciplinary field that uses statistics, scientific methods
and processes, algorithms and systems to develop knowledge by extracting or extrapolating
insights from data

Scientific models
§ Compare and contrast scientific inquiries of natural phenomena with nonscientific approaches
§ Identify that a scientific model is a representation based on data and observations of real-world
phenomena
§ Identify examples of the types of models used by scientists
§ Analyse a model to identify data and trends, and generate predictions
§ Identify that computer-based models enable phenomena to be simulated, and variables can be
easily changed to investigate their effect

Applications of models
§ Identify data and observations used by scientists for the development of a model
§ Outline how scientists develop workable theories from models

Collecting, using and analysing datasets

§ Formulate and investigate scientific questions that can be addressed with data
§ Conduct repeated experimental trials to calculate and compare the mean and range of data
collected by different groups to discuss the accuracy and reliability of experimental data

Science 7–10 Page 24 of 25

§ Analyse data collected from a range of student investigations to look for patterns and test
whether data is consistent with an initial prediction

Data science 1 in context

§ Create a model that can be used to explain an observable phenomenon

Science 7–10 Page 25 of 25