NSW Science 7–10 Syllabus (2023)

Stage 4

A student:

• identifies questions and makes predictions to guide scientific investigations SC4-WS-02
  – Identify questions and problems that can be investigated scientifically
  – Make predictions based on scientific knowledge and observations
• explains how the properties of substances enable separation in a range of techniques SC4-SOL-01
  – Compare the properties of dilute, concentrated, saturated and supersaturated solutions
• explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01
  – Identify some common elements in everyday objects
  – Conduct a series of investigations to identify and compare the physical properties of metals, non-metals and metal
• explains how energy causes geological and chemical change SC4-CHG-01
  – 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.

Stage 5

• asks questions or makes predictions using observations SCLS-WS-02
  – Ask questions about familiar objects and events based on observations
  – Make predictions based on observations

NSW K – 10 Science Syllabus mapping for all our NSW incursions

VIC Curriculum F–10 Version 2.0

For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site.

Levels 7 and 8

• matter can be classified as pure substances such as elements and compounds or impure substances such as mixtures (including solutions), and can be modelled using the particle model; mixtures may have a uniform (homogeneous) or non-uniform (heterogeneous) composition and can be separated based on the properties of their components using techniques including filtration, decantation, evaporation, crystallisation, magnetic separation, distillation and chromatography. VC2S8U06
• physical changes can be distinguished from chemical changes; a chemical change can be identified by a colour change, a temperature change, the production of a gas (including laboratory preparation and testing of oxygen, carbon dioxide and hydrogen gases) or the formation of a precipitate. VC2S8U08
• investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01
• scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06
• evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07

Levels 9 and 10

• chemical reactions include synthesis, decomposition and displacement reactions and can be classified as exothermic or endothermic; reaction rates are affected by factors including temperature, concentration, surface area of solid reactants, and catalysts. VC2S10U09
• investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01
• the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06
• arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07