In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, and investigating the life cycles of living things, they develop an understanding of...
In Levels 5 and 6, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students explore how changes can be classified in different ways. Students are introduced to cause-and-effect relationships that relate to form and function through an exploration of adaptations of living things. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects. They consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. Students learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems. Similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of independent, dependent and controlled variables in performing experimental investigations and learn how to look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.
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