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Year 8 Science Achievement Standard – Australian Curriculum v9
Year 8 Science ASSCIY8

Year 8 Science Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 8 Science by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

By the end of Year 8 students explain the role of specialised cell structures and organelles in cellular function and analyse the relationship between structure and function at organ and body system levels. They apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere. They explain how the properties of rocks relate to their formation and influence their use. They compare different forms of energy and represent transfer and transformation of energy in simple systems. They classify and represent different types of matter and distinguish between physical and chemical change. Students analyse how different factors influence development of and lead to changes in scientific knowledge. They analyse the key considerations that inform scientific responses and how these responses impact society. They analyse the importance of science communication in shaping viewpoints, policies and regulations.

Students plan and conduct safe, reproducible investigations to test relationships and explore models. They describe potential ethical issues and intercultural considerations needed for specific field locations or use of secondary data. They select and use equipment to generate and record data with precision. They select and construct appropriate representations to organise and process data and information. They analyse data and information to describe patterns, trends and relationships and identify anomalies. They identify assumptions and sources of error in methods and analyse conclusions and claims with reference to conflicting evidence and unanswered questions. They construct evidence-based arguments to support conclusions and evaluate claims. They select and use language and text features appropriately for their purpose when communicating their ideas, findings and arguments to specific audiences.

Content Descriptors by Strand

This standard is supported by 19 Content Descriptors:

Science as a human endeavour

Nature and development of science

AC9S8H01 explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S8H02 investigate how cultural perspectives and world views influence the development of scientific knowledge

Use and influence of science

AC9S8H03 examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations AC9S8H04 explore the role of science communication in informing individual viewpoints and community policies and regulations

Science inquiry

Questioning and predicting

AC9S8I01 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships

Planning and conducting

AC9S8I02 plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place AC9S8I03 select and use equipment to generate and record data with precision, using digital tools as appropriate

Processing, modelling and analysing

AC9S8I04 select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information AC9S8I05 analyse data and information to describe patterns, trends and relationships and identify anomalies

Evaluating

AC9S8I06 analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions AC9S8I07 construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information

Communicating

AC9S8I08 write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

Science understanding

Biological sciences

AC9S8U01 recognise cells as the basic units of living things, compare plant and animal cells, and describe the functions of specialised cell structures and organelles AC9S8U02 analyse the relationship between structure and function of cells, tissues and organs in a plant and an animal organ system and explain how these systems enable survival of the individual

Earth and space sciences

AC9S8U03 investigate tectonic activity including the formation of geological features at divergent, convergent and transform plate boundaries and describe the scientific evidence for the theory of plate tectonics AC9S8U04 describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use

Physical sciences

AC9S8U05 classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems

Chemical sciences

AC9S8U06 classify matter as elements, compounds or mixtures and compare different representations of these, including 2-dimensional and 3-dimensional models, symbols for elements and formulas for molecules and compounds AC9S8U07 compare physical and chemical changes and identify indicators of energy change in chemical reactions

At a Glance

Strand Substrand CDs Elaborations
Science as a human endeavour Nature and development of science 2 12
Science as a human endeavour Use and influence of science 2 9
Science inquiry Questioning and predicting 1 5
Science inquiry Planning and conducting 2 10
Science inquiry Processing, modelling and analysing 2 12
Science inquiry Evaluating 2 10
Science inquiry Communicating 1 7
Science understanding Biological sciences 2 12
Science understanding Earth and space sciences 2 16
Science understanding Physical sciences 1 7
Science understanding Chemical sciences 2 11
Total 19 111

Frequently Asked Questions

What should students know by the end of Year 8 Science?
By the end of Year 8 students explain the role of specialised cell structures and organelles in cellular function and analyse the relationship between structure and function at organ and body system levels. They apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere. They explain how the properties of rocks relate to their formation and influence their use. They compare different forms of energy and represent transfer and transformation of energy in simple systems. They classify and represent different types of matter and distinguish between physical and chemical change. Students analyse how different factors influence development of and lead to changes in scientific knowledge. They analyse the key considerations that inform scientific responses and how these responses impact society. They analyse the importance of science communication in shaping viewpoints, policies and regulations. Students plan and conduct safe, reproducible investigations to test relationships and explore models. They describe potential ethical issues and intercultural considerations needed for specific field locations or use of secondary data. They select and use equipment to generate and record data with precision. They select and construct appropriate representations to organise and process data and information. They analyse data and information to describe patterns, trends and relationships and identify anomalies. They identify assumptions and sources of error in methods and analyse conclusions and claims with reference to conflicting evidence and unanswered questions. They construct evidence-based arguments to support conclusions and evaluate claims. They select and use language and text features appropriately for their purpose when communicating their ideas, findings and arguments to specific audiences.
How many Content Descriptors support this standard?
19 Content Descriptors support this Achievement Standard (Science as a human endeavour: 2, Science as a human endeavour: 2, Science inquiry: 1, Science inquiry: 2, Science inquiry: 2, Science inquiry: 2, Science inquiry: 1, Science understanding: 2, Science understanding: 2, Science understanding: 1, Science understanding: 2).
How does this compare to Year 7?
The Year 7 Science standard (ASSCIY7) covers the preceding year level. Standards build progressively, with Year 8 expectations extending what was introduced in Year 7.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.