Key Scientific Knowledge and Curriculum

Outcomes and indicators with corresponding lessons

Lesson(s)
this is
addressed
in

Outcome

Indicators

ST3-12MW identifies the

observable properties of solids,
liquids and gases, and that
changes made to materials are
reversible or irreversible

observe and describe some readily

observable reversible changes that materials
can undergo, eg by melting and then
solidifying chocolate, and dissolving and
retrieving salt or sugar from water

Lesson
2, 3, 4

ST3-4WS investigates by posing

questions, including testable
questions, making predictions
and gathering data to draw
evidence-based conclusions and
develop explanations

predicting what the findings of an

investigation might be accurately observing,
measuring and recording data, using digital
technologies as appropriate

Lesson
2, 3, 4

accurately observing, measuring and

recording data, using digital technologies as
appropriate

Lesson
2, 4

Develops knowledge, understanding of and

skills in applying the processes of Working
Scientifically.

Lesson
5

ST3-1VA: shows interest in and

enthusiasm for science and
technology responding to their
curiosity, questions and
perceived needs, wants and
opportunity

develop interest and positive, informed values

and attitudes towards science and technology

Lesson
1

Students develop interest and positive,

informed values and attitudes towards Science
and Technology.

Lesson
5

ST3-5WT plans and implements a

design process, selecting a range
of tools, equipment, materials
and techniques to produce
solutions that address the design
criteria and identified constraints
EN3-6B : uses knowledge of
sentence structure, grammar,
punctuation and vocabulary to
respond to and compose clear
and cohesive texts in different
media and technology.
EN3-3A: Uses an integrated
range of skills, strategies and

selecting and using research techniques

appropriate to the task

Lesson
5

understand that choices in grammar,

punctuation and vocabulary contribute to the
effectiveness of texts

Lesson
1, 2, 3,
4

select, navigate and read texts for a range of

purposes, applying appropriate text processing

Lesson 5

knowledge to read view and

comprehend a wide range of
texts in different media and
technologies.
EN3-1A: Communicates
effectively for a variety of
audiences and purposes using
increasingly challenging topics,
ideas, issues and language forms
and features.

strategies and interpreting structural features,

for example table of contents, glossary,
chapters, headings and subheadings.
plan, rehearse and deliver presentations,
selecting and sequencing appropriate content
and multimodal elements for defined
audiences and purposes, making appropriate
choices for modality and emphasis.

Lesson 6

EN3-9E: Recognises, reflects on

and assesses their strengths as a
learner

begin to understand the difference between

their way of learning and the way others learn.

Lesson 6

MA3-18SP uses appropriate

methods to collect data and
constructs, interprets and
evaluates data displays,
including dot plots, line graphs
and two-way tables

discuss and reflect on the roles and

responsibilities when working as a member of
a group and evaluate the benefits of working
collaboratively with peers to achieve a goal.
construct column and line graphs of
numerical data using a scale of many-to-one
correspondence, with and without the use of
digital technologies

Lesson 3

VAS3.3 Acknowledges that

audiences respond in different
ways to artworks and that there
are different opinions about the
value of artworks

identifies some of the reasons why artworks

are made (eg the artists personal interest
and experience, a work commissioned for a
site, a work made to commemorate an event
in a community)

Lesson 2

VAS3.4 Communicates about

the ways in which subject
matter is represented in
artworks.

considers a range of artworks and their

subject matter including paintings, drawings,
photographs, video and digital works,
sculptures, installations and buildings, prints
and posters, digital animations, ceramic and
fibre works.

Lesson 2

VAS3.1 Investigates subject

matter in an attempt to
represent likenesses of things in
the world

closely observes details of things in the

world and seeks to make artworks about
these using various techniques such as
proportion, perspective, composition,
foreshortening

Lesson 2

Key scientific knowledge

Key Scientific Knowledge

Lesson(s)
this is
addresses in

Have a clear understanding of using range of technologies , for example

IWB (BOS, 2012c)
Have an awareness of Kitchen Chemistry. Kitchen Chemistry involves
the physical and chemical reactions that household items go through.
This includes changes in state of matter (solid, liquids and gasses)
Jacobsen, 2011).
Understanding of the meaning coagulation - to change from a fluid
into a thickened mass; curdle; congeal
A beginning understanding that the use of heat to change a
substance is a process not a substance itself (Skamp, 2007). As the
eggs are beaten.
Understanding that kitchen chemistry experiments require technical
science language such as hypothesis, and understand that often
everyday words used in science teaching (Snow, 2010; Krajcik, 2010).
Matters can be changes between states through processes such as
coagulation (Skamp, 2007)
Understand that when a substance changes between states, it
remains the same mass (Skamp, 2007)
matters can be a solid, liquid or a gas (Skamp, 2007) .
Matters can be changes between states through processes such as
melting, vaporising and freezing (Skamp, 2007) .
a substance can not be two of these states of matter at the same time
(eg: it cannot be a liquid and a solid simultaneously) (Skamp, 2007) .
when a substance changes between states, it remains the same
mass (Skamp, 2007) .
solids - can retain their shape and are a solid in some way (such as a
substance which is hard, soft, or a powder) (Skamp, 2007) .
liquids - are liquified and change shape to fit their space (Skamp, 2007)
gas - spread out to fit the space they have and move around within
it (Skamp, 2007) .

Leeson 1 and
2

Knowledge and understanding of different text types including

procedures, narratives and report and how to write each one.
(Department of Education and Training, 2011; Seely Flint, Kitson, Lowe &
Shaw, 2014).
Comprehension of technical science language such as hypothesis
(Zimmeman, 2012), and understand that often everyday words used
in science teaching and learning hold different meanings e.g. the
word material in science refers to the items used to conduct an
experiment (Snow, 2010; Krajcik, 2010).
Understanding and comprehension of the graphics used in science texts.
These include graphs and images (Koch, 2014; McTigue & Flowers, 2011;
Callow, 2013).

Lesson 5

Lesson 3 and
4

Lesson 3, 4,
5

lesson 5

A beginning understanding that the use of heat to change a substance is

a process not a substance itself (Skamp, 2007).
knowledge of procedural words such as first, next and last as these are
commonly used in procedural texts (Flint, Kitson, Lowe, & Shaw, 2014)
students will need knowledge of graphs. in particular students
should have an understanding of column graphs as this is one of the
most common ways to present data for children (BOS, 2012b)
students within stage 3 should have an understanding of
investigations and how to carries these out (BOS, 2012c).
Understand how to operate the WEEBLY. This can be done through
exploration and informational videos on the weebly website
(www.weebly.com)

Lesson 3
Lesson 4
Lesson 4

Lesson 4
Lesson 6