1. Content descriptors
The descriptors cover the Year 8 concepts and inquiry practices students need opportunities to learn and apply.
Australian Curriculum v9
Year 8 Science Curriculum: Achievement Standard and Content Descriptors
View the Year 8 Science achievement standard with all 19 linked descriptors in one place. Grouping them by strand supports sequences that integrate scientific concepts, inquiry practices and the human dimensions of science.
Available combined curriculum hubs
Browse published Science curriculum maps.
All Science achievement standards | All Science content descriptors
How the curriculum elements fit together
2. Learning and assessment
Plan sequences that connect conceptual models to practical investigation, data and scientific explanation.
3. Achievement standard
Evidence should show how well students explain science, design and evaluate inquiry, and communicate findings.
ASSCIY8
Open the standalone ASSCIY8 page →
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 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.
The 16 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 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.
Content descriptorAC9S8U01 Science understanding
recognise cells as the basic units of living things, compare plant and animal cells, and describe the functions of specialised cell structures and organelles
Elaborations (6)
- Elaboration exploring an augmented or virtual reality tour of a plant or animal to ‘zoom in’ and understand the scale of cells
- Elaboration identifying the structure and function of organelles in cells including the nucleus, cell membrane, cell wall, cytoplasm, chloroplasts and vacuoles
- Elaboration examining a variety of cells, including single-celled organisms, using a light microscope, a digital microscope, simulations and photomicrographs
- Elaboration comparing the similarities and differences of plant cells and animal cells visible with a light microscope and represented in a digital or physical model
- Elaboration designing a physical or digital model of a cell and explaining how the representation models the cell
- Elaboration considering how the invention of the microscope has contributed to understanding of cell structure
Content descriptorAC9S8U02 Science understanding
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
Elaborations (6)
- Elaboration comparing 2-dimensional and 3-dimensional representations of organ systems to understand how organs are positioned within the body
- Elaboration comparing the structure and function of analogous systems in a plant and an animal
- Elaboration examining the specialised cells and tissues involved in structure and function of particular organs in an organ system
- Elaboration describing the structure of each organ in a system and relating its function to the overall function of the system
- Elaboration researching how a disorder in cells or tissues can affect how an organ functions, such as how hardening of the arteries can lead to poor circulation or heart disease
- Elaboration investigating how an artificial organ mimics or augments the function or functions of a real organ
They apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere.
Content descriptorAC9S8U03 Science understanding
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
Elaborations (8)
- Elaboration examining patterns of earthquake and volcanic activity over time and proposing explanations
- Elaboration evaluating the impact of tectonic events on human populations and examining engineering solutions designed to reduce the impact
- Elaboration modelling interactions at plate boundaries
- Elaboration investigating the relative significance of different forces involved in tectonic plate movement including slab pull, ridge push and convection
- Elaboration relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history
- Elaboration constructing a timeline of evidence to show the development of the theory of plate tectonics
- Elaboration exploring how geologist and oceanographic cartographer Marie Tharp’s topographic maps of the Atlantic Ocean floor provided support for the acceptance of the theory of plate tectonics
- Elaboration researching First Nations Australians’ cultural accounts that provide evidence of earthquakes and volcanoes
They explain how the properties of rocks relate to their formation and influence their use.
Content descriptorAC9S8U04 Science understanding
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
Elaborations (8)
- Elaboration comparing the observable properties of different types of rocks and identifying them using a provided dichotomous key
- Elaboration exploring the major processes of the rock cycle including weathering, erosion, deposition, melting, crystallisation, uplift, heat and pressure in the formation of different types of rocks
- Elaboration analysing the role of forces and heat energy in the formation of different types of rocks and comparing how quickly or slowly different processes can occur
- Elaboration examining fossil evidence, such as body, trace or opalised fossils, to predict how and when a rock was formed
- Elaboration explaining the uses of different types of rocks with reference to their properties and formation
- Elaboration exploring the traditional geological knowledges of First Nations Australians that are used in the selection of different rock types for different purposes
- Elaboration investigating how First Nations Australians have used quarrying to access rocks for use as or production of everyday objects such as grindstones, hammerstones, anvils and cutting tools
- Elaboration exploring how the mining of ores and minerals impacts on local environments and examining environmental rehabilitation initiatives
They compare different forms of energy and represent transfer and transformation of energy in simple systems.
Content descriptorAC9S8U05 Science understanding
classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems
Elaborations (7)
- Elaboration investigating relationships between kinetic and potential energy in a simple system such as a roller-coaster or Newton’s cradle
- Elaboration classifying types of energy as either kinetic energy such as movement, heat and electricity or potential energy such as chemical, elastic and gravitational
- Elaboration critiquing and using representations such as flow diagrams to illustrate changes between different forms of energy in a system
- Elaboration identifying where heat energy is produced as a by-product of energy transfer, such as filament light globes, exercise, and battery charging and use
- Elaboration using electrical circuits and components to demonstrate electrical energy transfer and its transformation into heat, light and sound
- Elaboration observing a Rube Goldberg machine and identifying the energy transfers and transformations involved
- Elaboration investigating traditional fire-starting methods used by First Nations Australians and their understandings of the transformation of energy
They classify and represent different types of matter and distinguish between physical and chemical change.
Content descriptorAC9S8U06 Science understanding
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
Elaborations (6)
- Elaboration using virtual and physical models to distinguish between elements and compounds in terms of types of atoms
- Elaboration examining how Dmitri Mendeleev arranged the elements in the first version of the periodic table and comparing his arrangement with the current version
- Elaboration explaining why elements are represented by symbols, compounds and molecules by formulas and mixtures by percentages
- Elaboration using representations to show the classification of matter as elements, compounds and different types of mixtures such as solutions, suspensions and colloids
- Elaboration examining the information conveyed by different types of representations of elements and compounds and identifying where and why these different representations are used
- Elaboration creating a timeline or models to show how the concept of an element has changed over time from Democritus to John Dalton
Content descriptorAC9S8U07 Science understanding
compare physical and chemical changes and identify indicators of energy change in chemical reactions
Elaborations (5)
- Elaboration performing simple chemical reactions to identify the indicators of chemical change such as gas production, solid production, colour change and temperature change
- Elaboration analysing and interpreting data on the properties of substances before and after the substances interact to determine if a chemical or physical change has occurred
- Elaboration investigating and identifying energy changes in different chemical reactions such as differences in temperature
- Elaboration examining how the physical and chemical properties of a substance will affect its production or use
- Elaboration discussing where indicators of chemical change are used for identifying the presence of particular substances, such as in soil, water and medical testing kits
Students analyse how different factors influence development of and lead to changes in scientific knowledge.
Content descriptorAC9S8H01 Science as a human endeavour
explain how new evidence or different perspectives can lead to changes in scientific knowledge
Elaborations (7)
- Elaboration identifying how technological developments, such as those related to microscopes and medical imaging, have led to improved understanding of cells and organs
- Elaboration considering how advances in technologies have enabled the repair and replacement of organs using synthetic materials
- Elaboration analysing how sustainability priorities such as efficiency and limiting environmental impact have led to innovative practices in mining and mine site regeneration
- Elaboration examining the evidence that led to the acceptance of the theory of plate tectonics over the idea of continental drift
- Elaboration investigating how advances in deep Earth imaging techniques have enabled identification of mineral, energy and water resources beneath surface sedimentary rock
- Elaboration discussing the story of Sir Isaac Newton’s discovery of gravity or the questions that Albert Einstein asked which led him to developing a new theory
- Elaboration researching why Dmitri Mendeleev developed a different representation of the periodic table
Content descriptorAC9S8H02 Science as a human endeavour
investigate how cultural perspectives and world views influence the development of scientific knowledge
Elaborations (5)
- Elaboration investigating how world views about the role of women lead to women scientists being placed in subordinate roles and ‘written out’ of history, a phenomenon known as the Matilda effect
- Elaboration researching how cultural building techniques such as houses built of bamboo led to the development of structures and materials better able to withstand the effects of earthquakes
- Elaboration investigating how collaboration between Swami Vivekananda and Nikola Tesla, who held different world views, led to an exploration of the relationship between mass and energy
- Elaboration analysing how world views relating to fairness in sport have led to the development of rapid chemical tests to identify performance-enhancing drugs
- Elaboration investigating how First Nations Australians develop material culture through holistic world views that employ multidisciplinary knowledges and skills
They analyse the key considerations that inform scientific responses and how these responses impact society.
Content descriptorAC9S8H03 Science as a human endeavour
examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations
Elaborations (5)
- Elaboration researching and discussing ethical issues that arise from organ transplantation
- Elaboration discussing how scientists’ development of organoids has impacted on the ethical, environmental, social and economic issues that arise from using live animals in a laboratory to research diseases and treatments
- Elaboration investigating how scientific responses including new building materials, improved predictions and early warning systems have supported communities living in a country in the Asia-Pacific region located near plate boundaries, for example Japan, Indonesia or New Zealand
- Elaboration examining how the development of hybrid and solar, electric and hydrogen-powered vehicles are applications of contemporary science responses to the depletion of fossil fuels and exploring environmental considerations
- Elaboration exploring how the development of biodegradable materials has led to more sustainable packaging and reduction in landfill
They analyse the importance of science communication in shaping viewpoints, policies and regulations.
Content descriptorAC9S8H04 Science as a human endeavour
explore the role of science communication in informing individual viewpoints and community policies and regulations
Elaborations (4)
- Elaboration investigating campaigns designed to increase rates of organ donation
- Elaboration exploring how seismic data is collected and shared between governments across the Asia-Pacific region and how governments use this data including for tsunami alerts
- Elaboration investigating how promotion of biodegradable materials and the importance of using them has informed individual viewpoints
- Elaboration researching how science organisations and high-profile science communicators such as Professor Lisa Harvey-Smith or Dr Karl Kruszelnicki influence people’s attitudes to science
Students plan and conduct safe, reproducible investigations to test relationships and explore models.
Content descriptorAC9S8I01 Science inquiry
develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships
Elaborations (5)
- Elaboration discussing what is meant by a causal relationship and examining how causation is different from correlation
- Elaboration developing investigable questions to test causal relationships, such as: ‘How does the concentration of a salt solution affect plant cells? How does the amount of sunlight affect the amount of electricity produced by a solar cell?’
- Elaboration developing investigable questions to explore scientific models, such as: ‘How do the shapes of the continents support the theory of plate tectonics?’
- Elaboration predicting what will happen when conditions change in a given scenario or phenomenon, such as: ‘When materials of less resistance are used to transfer electricity there will be less heat energy produced’
- Elaboration formulating hypotheses such as: ‘An earthquake of greater magnitude will cause more damage because there is more energy transferred’
Content descriptorAC9S8I02 Science inquiry
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
Elaborations (5)
- Elaboration designing reproducible investigations that specifically test variables of the causal relationship and control the remaining variables
- Elaboration identifying assumptions related to testing a hypothesis using analogous models, such as using dialysis tubing to model the properties of plant cell walls or a shake table to model the effects of an earthquake on buildings
- Elaboration explaining why safety procedures address identified risks
- Elaboration considering ethical issues relating to the access to and use of biological material and secondary data
- Elaboration acknowledging and recognising First Nations Australians’ artefacts and heritage sites of significance such as ceremonial grounds and traditional quarries, and ensuring they cause no harm to heritage sites and artefacts
They describe potential ethical issues and intercultural considerations needed for specific field locations or use of secondary data.
Content descriptorAC9S8I02 Science inquiry
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
Elaborations (5)
- Elaboration designing reproducible investigations that specifically test variables of the causal relationship and control the remaining variables
- Elaboration identifying assumptions related to testing a hypothesis using analogous models, such as using dialysis tubing to model the properties of plant cell walls or a shake table to model the effects of an earthquake on buildings
- Elaboration explaining why safety procedures address identified risks
- Elaboration considering ethical issues relating to the access to and use of biological material and secondary data
- Elaboration acknowledging and recognising First Nations Australians’ artefacts and heritage sites of significance such as ceremonial grounds and traditional quarries, and ensuring they cause no harm to heritage sites and artefacts
They select and use equipment to generate and record data with precision.
Content descriptorAC9S8I03 Science inquiry
select and use equipment to generate and record data with precision, using digital tools as appropriate
Elaborations (5)
- Elaboration selecting and using equipment with required precision such as adjusting magnification to observe specific cell structures and recording this magnification and reading the bottom of the meniscus to determine the precise volume of liquid
- Elaboration recording data with precision appropriate to the instrument such as rounding up or down with finer graduations or estimating an intermediate value with coarser graduations
- Elaboration using digital tools such as digital microscopes, simulations and video-recording devices when appropriate to observe, measure and record qualitative and quantitative data
- Elaboration using conventions related to dependent and independent variables with relevant units when constructing tables and spreadsheets
- Elaboration using appropriate positive and negative signs for standard units, number of decimal points and exponential notation where relevant when recording data
They select and construct appropriate representations to organise and process data and information.
Content descriptorAC9S8I04 Science inquiry
select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information
Elaborations (7)
- Elaboration using simple formulas in spreadsheets to organise and process collected data
- Elaboration using visual displays of large data sets, such as maps showing the location of volcanoes and earthquakes, charts showing the structure of body systems and graphs showing variable energy production, to identify temporal and spatial relationships
- Elaboration constructing graphs using correct conventions such as naming the graph and labelling the axes, using the horizontal axis for the independent variable and the vertical axis for the dependent variable
- Elaboration constructing energy flow diagrams to represent energy changes in a system such as a rollercoaster or rocket launch
- Elaboration constructing representations of chemical and physical changes, such as creating a visual model or symbolic representation
- Elaboration collating data from a number of sources such as different groups in the class who performed the same investigation to create a summary
- Elaboration examining the strengths and limitations of representations such as physical models, diagrams and virtual simulations and selecting the most appropriate representation to use
They analyse data and information to describe patterns, trends and relationships and identify anomalies.
Content descriptorAC9S8I05 Science inquiry
analyse data and information to describe patterns, trends and relationships and identify anomalies
Elaborations (5)
- Elaboration identifying correlational relationships in data such as: ‘Dropping a mass from a greater height produces a larger indentation’ and analysing this relationship for causality
- Elaboration describing measures of central tendency such as mean, mode and median and identifying outliers for quantitative data
- Elaboration using spreadsheets to analyse second-hand data such as daily power output of solar panels and examining anomalies such as periods of reduced output
- Elaboration analysing changes in battery energy output following recharging over many cycles and relating to available chemical potential energy
- Elaboration comparing temperature differences obtained by reacting different proportions of the same chemicals to determine if there is a relationship
They identify assumptions and sources of error in methods and analyse conclusions and claims with reference to conflicting evidence and unanswered questions.
Content descriptorAC9S8I06 Science inquiry
analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions
Elaborations (5)
- Elaboration identifying assumptions then examining if extra variable controls are required and how these might affect the data and conclusion
- Elaboration identifying sources of error in methods such as inconsistent variable control and inaccuracies in procedures or measurements, and explaining how the method could be improved
- Elaboration comparing results with other groups or secondary sources to examine consistency and describing where there may be conflicting results or conclusions
- Elaboration analysing conclusions or claims to determine if there are further questions which should be explored to verify the conclusion or claim
- Elaboration analysing conclusions to identify facts or premises that are taken for granted to be true, and discussing the reasonableness of those assumptions with others
They construct evidence-based arguments to support conclusions and evaluate claims.
Content descriptorAC9S8I07 Science inquiry
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
Elaborations (5)
- Elaboration evaluating the quality of evidence of primary and secondary sources used when constructing an argument to support a conclusion or claim
- Elaboration examining competing ideas, differences in methods and sources of error when constructing an argument
- Elaboration acknowledging and considering the ethical issues or cultural protocols when using or citing secondary data, such as acknowledging sources and respecting cultural protocols around sharing of particular information
- Elaboration analysing what evidence would be necessary to support the conclusion that all buildings in an earthquake area should be made of bamboo
- Elaboration evaluating a claim that one brand of battery lasts longer than another brand of battery
They select and use language and text features appropriately for their purpose when communicating their ideas, findings and arguments to specific audiences.
Content descriptorAC9S8I08 Science inquiry
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
Elaborations (7)
- Elaboration exploring the role of active and passive voice in scientific writing and analysing contemporary journal articles to identify the use of language features such as voice or tense
- Elaboration writing a report on a scientific investigation using appropriate scientific conventions and representations, including a discussion of how assumptions and possible sources of error may have affected the results
- Elaboration modifying the method for an investigation and explaining where and why the original was changed with reference to any assumptions and sources of error
- Elaboration constructing a persuasive text on the use of artificial organs including scientific explanations and principles to influence a specified audience
- Elaboration filming a documentary on the dynamic nature of the geosphere and selecting appropriate language, models or analogies to engage a specific audience
- Elaboration creating a digital infographic to compare and contrast different forms of energy, highlighting examples of energy transfer and transformations within each
- Elaboration acknowledging and exploring First Nations Australians’ ways of communicating their understanding of the internal systems of organisms
About the strands
The 19 content descriptors linked to ASSCIY8 sit under these strands.
Science understanding
The concepts students learn and use to explain living things, Earth, matter, energy and physical phenomena.
Science as a human endeavour
How scientific knowledge develops through collaboration and informs decisions made by individuals and communities.
Science inquiry
The practices students use to question, investigate, represent data, evaluate evidence and communicate findings.
A practical planning sequence
- Choose the curriculum focus. Identify the scientific concepts and models that students will develop and use.
- Select a meaningful context. Choose investigations and applications that make the concepts observable and meaningful.
- Plan connected learning. Use the linked descriptors together where that creates a coherent sequence.
- Map the evidence. Gather evidence from explanations, investigations, analysis and scientific communication.
Turn this curriculum map into a teaching sequence
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