Year 6 Science Achievement Standard
13 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 6 students explain how changes in physical conditions affect living things. They model the relationship between the sun and planets of the solar system and explain how the relative positions of Earth and the sun relate to observed phenomena on Earth. They identify the role of circuit components in the transfer and transformation of electrical energy. They classify and compare reversible and irreversible changes to substances. They explain why science is often collaborative and describe different individuals’ contributions to scientific knowledge. They describe how individuals and communities use scientific knowledge.
Students plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions. They describe risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed, measured and controlled. They use equipment to generate and record data with appropriate precision. They construct representations to organise and process data and information and describe patterns, trends and relationships. They identify possible sources of error in their own and others’ methods and findings, pose questions for further investigation and select evidence to support reasoned conclusions. They select and use language features effectively for their purpose and audience when communicating their ideas and findings.
The 13 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 6 students explain how changes in physical conditions affect living things.
Content descriptorAC9S6U01 Science understanding
investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions
Elaborations (7)
- Elaboration identifying the physical conditions in an aquatic or terrestrial habitat and how they change over time
- Elaboration investigating how changes to physical conditions such as salinity, soil type, sunlight or temperature affect plant growth
- Elaboration examining how changes in physical conditions such as temperature, light availability and rainfall affect animals, such as corals, honey bees or flying foxes, and predict impacts of these changes
- Elaboration investigating changes in physical conditions that are the result of human activity and exploring the impact of these on living things, such as the impact of urban lighting on nocturnal and migratory animals
- Elaboration investigating the effect of physical conditions on the growth of bread mould colonies in sealed plastic bags
- Elaboration recognising that environmental conditions can affect stages of life, such as ponds drying up, seeds requiring water to germinate, or temperatures being too hot or cold for eggs to hatch
- Elaboration investigating First Nations Australians’ knowledges and understandings of the physical conditions necessary for the survival of certain plants and animals
They model the relationship between the sun and planets of the solar system and explain how the relative positions of Earth and the sun relate to observed phenomena on Earth.
Content descriptorAC9S6U02 Science understanding
describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length
Elaborations (6)
- Elaboration exploring simulations of the solar system such as a pocket solar system to appreciate the distances and relationships between the sun and planets
- Elaboration recognising the role of gravity in keeping the planets in orbit around the sun
- Elaboration using 3-dimensional models or role-play to model how Earth’s rotation on its axis causes day and night
- Elaboration using virtual simulations or real-time views of Earth from space to explore why different regions on Earth, such as the South Pole, experience long periods of sunlight or darkness over the cycle of one revolution of Earth around the sun
- Elaboration using 3-dimensional models to explore how the tilt of Earth points one hemisphere towards the sun and the other away at different times of the year, and predicting how this affects the amount of sunlight on the surface of different regions on Earth
- Elaboration researching First Nations Australians’ understandings of the night sky and its use for timekeeping purposes as evidenced in oral cultural records, rock paintings, paintings and stone arrangements
They identify the role of circuit components in the transfer and transformation of electrical energy.
Content descriptorAC9S6U03 Science understanding
investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors
Elaborations (6)
- Elaboration identifying necessary components for an electric circuit such as a source of electrical energy and conducting material such as metal wires
- Elaboration constructing a real or virtual circuit to examine requirements to allow the flow of electricity, including exploring the construction and role of switches
- Elaboration constructing representations of electrical circuits and their components using accepted conventions
- Elaboration examining the purpose of different components such as switches and bulbs and exploring use of ammeters to measure current
- Elaboration investigating different electrical conductors and insulators and examining why they may be used
- Elaboration exploring how electricity is used in the home and identifying electrical hazards and safety measures used to mitigate these hazards
They classify and compare reversible and irreversible changes to substances.
Content descriptorAC9S6U04 Science understanding
compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances
Elaborations (6)
- Elaboration discussing what makes a change reversible or irreversible, using everyday examples
- Elaboration examining the substances produced in cooking and rusting and comparing them with the original substances
- Elaboration comparing how the amount of heat energy added affects whether a change in state or an irreversible change occurs
- Elaboration describing how dissolved substances are reclaimed from solutions
- Elaboration exploring how reversible changes can be used to recycle materials
- Elaboration investigating First Nations Australians’ knowledges of reversible processes such as the application of adhesives and of irreversible processes such as the use of fuels for torches
They explain why science is often collaborative and describe different individuals’ contributions to scientific knowledge.
Content descriptorAC9S6H01 Science as a human endeavour
examine why advances in science are often the result of collaboration or build on the work of others
Elaborations (6)
- Elaboration investigating how contemporary restorative ecology adapts and builds on the traditional ecological knowledges of First Nations Australians
- Elaboration exploring how international scientific collaboration can answer complex questions about the abiotic factors that affect the growth and survival of living things in Antarctica
- Elaboration examining why ecologists collaborate with engineers and computer scientists to develop remote sensing techniques, identify patterns in habitat change and make predictions
- Elaboration constructing a timeline to show how contributions and collaboration of scientists, mathematicians and astronomers from many countries have advanced our ideas about space and the solar system through development of models, gathering of evidence and, more recently, space exploration
- Elaboration investigating how astronauts and scientists from many different countries have collaborated in the International Space Station program
- Elaboration investigating why scientists changed the phosphate levels in detergents to prevent algal blooms
They describe how individuals and communities use scientific knowledge.
Content descriptorAC9S6H02 Science as a human endeavour
investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions
Elaborations (4)
- Elaboration exploring how communities consider the impact of aquatic noise pollution when designing guidelines for water sports
- Elaboration investigating how people use knowledge of conditions that reduce mould or bacterial growth when considering food packaging and storage
- Elaboration considering how people use electrical device guidelines to help ensure safety of children
- Elaboration investigating why underground power cables were developed and how local government authorities use scientific knowledge about power safety when considering converting to underground power
Students plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions.
Content descriptorAC9S6I01 Science inquiry
pose investigable questions to identify patterns and test relationships and make reasoned predictions
Elaborations (5)
- Elaboration posing investigable questions to identify patterns, such as: ‘What type of material is the best conductor and what is the best insulator?’
- Elaboration posing investigable questions to test relationships, such as: ‘Will more salt dissolve in warm water than in cold water?’
- Elaboration discussing and refining questions to enable scientific investigation
- Elaboration making reasoned predictions about the physical conditions that will result in the largest mould colonies growing on bread
- Elaboration making reasoned predictions about electrical circuit function based on a picture or diagram of a circuit
Content descriptorAC9S6I02 Science inquiry
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
Elaborations (4)
- Elaboration considering different ways to approach investigations including researching, using trial and error, experimental testing, field observations, accessing digital tools to collect and manage data and using virtual simulations
- Elaboration determining which is the variable being tested and which variable is being measured, and which other variables might affect their investigations and need to be kept the same
- Elaboration identifying potential risks to themselves or others when conducting an investigation and explaining rules for safe processes and use of equipment and materials
- Elaboration consulting with First Nations Australians land councils in seeking permissions to conduct scientific investigations on traditional Lands and seeking guidance regarding culturally sensitive locations during field work
They describe risks associated with investigations and key intercultural considerations when planning field work.
Content descriptorAC9S6I02 Science inquiry
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
Elaborations (4)
- Elaboration considering different ways to approach investigations including researching, using trial and error, experimental testing, field observations, accessing digital tools to collect and manage data and using virtual simulations
- Elaboration determining which is the variable being tested and which variable is being measured, and which other variables might affect their investigations and need to be kept the same
- Elaboration identifying potential risks to themselves or others when conducting an investigation and explaining rules for safe processes and use of equipment and materials
- Elaboration consulting with First Nations Australians land councils in seeking permissions to conduct scientific investigations on traditional Lands and seeking guidance regarding culturally sensitive locations during field work
They identify variables to be changed, measured and controlled.
Content descriptorAC9S6I02 Science inquiry
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
Elaborations (4)
- Elaboration considering different ways to approach investigations including researching, using trial and error, experimental testing, field observations, accessing digital tools to collect and manage data and using virtual simulations
- Elaboration determining which is the variable being tested and which variable is being measured, and which other variables might affect their investigations and need to be kept the same
- Elaboration identifying potential risks to themselves or others when conducting an investigation and explaining rules for safe processes and use of equipment and materials
- Elaboration consulting with First Nations Australians land councils in seeking permissions to conduct scientific investigations on traditional Lands and seeking guidance regarding culturally sensitive locations during field work
They use equipment to generate and record data with appropriate precision.
Content descriptorAC9S6I03 Science inquiry
use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
Elaborations (5)
- Elaboration selecting and using instruments with the correct scale for measuring data with appropriate accuracy, such as a multimeter
- Elaboration recording data in tables and diagrams or electronically as digital images and spreadsheets
- Elaboration discussing why precision is important in measurement, and the possible effect of low precision on investigation findings
- Elaboration recording data using standard units, such as volt, ampere, gram, second and metre, and developing the use of standard prefixes for metric units such as kilo- and milli-
- Elaboration using digital tools such as digital thermometers or soil moisture probes to collect data over time and record data in spreadsheets
They construct representations to organise and process data and information and describe patterns, trends and relationships.
Content descriptorAC9S6I04 Science inquiry
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
Elaborations (5)
- Elaboration exploring how different representations can be used to show different aspects of relationships, processes and trends
- Elaboration representing circuits using virtual simulations or circuit diagrams and indicating the direction of electricity flow
- Elaboration using line graphs to show changes in growth over time under different physical conditions
- Elaboration developing a physical model of the sun and Earth using objects or role-play to describe their relative positions when a place on Earth is in day or night
- Elaboration organising information in graphic organisers to describe patterns and trends
They identify possible sources of error in their own and others’ methods and findings, pose questions for further investigation and select evidence to support reasoned conclusions.
Content descriptorAC9S6I05 Science inquiry
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
Elaborations (5)
- Elaboration working collaboratively to identify the strengths and weaknesses of their own and others’ investigations including where testing was not fair and practices could be improved
- Elaboration recognising errors that could have occurred during investigations, including changing too many variables, incorrect or misreading of measurements, or changes in environmental factors
- Elaboration comparing and contrasting data collected by different individuals or groups to discuss similarities and differences in their findings and posing questions about differences for further investigation
- Elaboration comparing and contrasting evidence selected by different individuals or groups from similar data
- Elaboration evaluating the inferences made from observations and analysis of the data to draw a reasoned conclusion
They select and use language features effectively for their purpose and audience when communicating their ideas and findings.
Content descriptorAC9S6I06 Science inquiry
write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
Elaborations (5)
- Elaboration constructing a scientific report to share findings, such as how plants responded to changes in physical conditions such as temperature or salinity, and using appropriate vocabulary, data representations, units and sentence structures
- Elaboration creating an imaginative text about a future in which humans live on other planets with differing day lengths, and how they manage the social implications of this, such as keeping track of time or calculating human ages
- Elaboration acknowledging and exploring First Nations Australians’ ways of representing and communicating understandings of the night sky and its use for timekeeping purposes through rock paintings, paintings and stone arrangements
- Elaboration designing a product that uses electrical circuits and performing a sales pitch to have the product mass produced
- Elaboration constructing a poster or slideshow comparing everyday examples of reversible and irreversible change
This achievement standard describes the expected learning for Year 6 Science. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Science as a human endeavour | Nature and development of science | 1 | 6 |
| Science as a human endeavour | Use and influence of science | 1 | 4 |
| Science inquiry | Questioning and predicting | 1 | 5 |
| Science inquiry | Planning and conducting | 2 | 9 |
| Science inquiry | Processing, modelling and analysing | 1 | 5 |
| Science inquiry | Evaluating | 1 | 5 |
| Science inquiry | Communicating | 1 | 5 |
| Science understanding | Biological sciences | 1 | 7 |
| Science understanding | Earth and space sciences | 1 | 6 |
| Science understanding | Physical sciences | 1 | 6 |
| Science understanding | Chemical sciences | 1 | 6 |
| Total | 12 | 64 | |