Whole introduction, all 12 descriptions and whole achievement standard. Curriculum wording below is unmodified plain text from the retained official workbook, retrieved 29 September 2026; canonical relation checked 3 October 2026. Arrangement, row labels and this explanation are SubjectNest additions. All elaborations and all 92 population records are held separately as actual raw source witnesses. Elaborations are illustrative, not mandatory activities.
SCISCIY6
Workbook learning_areas row 19032.
In Year 6 students develop an understanding of interdependencies between systems as they explore the relationship between physical conditions of habitats and the growth and survival of living things and investigate the effect of the relative positions of Earth and the sun on phenomena such as day length. They identify and classify components in electrical circuits and learn to describe energy flows in terms of transfer and transformation. They are introduced to ways to classify changes to substances. Students begin to appreciate the role of controlling variables in fair testing and the value of accuracy in measurements. They generalise about relationships between events, phenomena and systems and use identified patterns, trends and relationships to develop scientific explanations and draw reasoned conclusions. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: How would life be different if we couldn’t harness electrical energy? What if Earth were not on a tilt? Are you more likely to win a Nobel prize in science as a team or an individual? Why is it important for a test to be ‘fair’? How does the weather affect local habitats?
AC9S6U01
Workbook learning_areas row 19035.
investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions
AC9S6U02
Workbook learning_areas row 19044.
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
AC9S6U03
Workbook learning_areas row 19052.
investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors
AC9S6U04
Workbook learning_areas row 19060.
compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances
AC9S6H01
Workbook learning_areas row 19069.
examine why advances in science are often the result of collaboration or build on the work of others
AC9S6H02
Workbook learning_areas row 19077.
investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions
AC9S6I01
Workbook learning_areas row 19084.
pose investigable questions to identify patterns and test relationships and make reasoned predictions
AC9S6I02
Workbook learning_areas row 19091.
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
AC9S6I03
Workbook learning_areas row 19096.
use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
AC9S6I04
Workbook learning_areas row 19103.
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
AC9S6I05
Workbook learning_areas row 19110.
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
AC9S6I06
Workbook learning_areas row 19117.
write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
Whole achievement standard
Workbook achievement_standards row 240.
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.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Source: https://www.australiancurriculum.edu.au/downloads . Terms: https://www.australiancurriculum.edu.au/copyright-and-terms-of-use . Covered curriculum material is CC BY 4.0, subject to ACARA exclusions. ACARA does not endorse SubjectNest. The full portable notice is in SOURCE-AND-RIGHTS.md.