Worksheet: Ecosystems
Students had completed a unit on ecosystems, including conducting field work in their local heathland and completing a case study on the Biosphere 2 experiment. They had investigated how matter and energy move through an ecosystem, and the different ways …
Worksheet: Ecosystems | Samples | Curriculum connections | Resources
Law of conservation of mass – ABOVE
Prior to the sample task, students learnt the basic concepts and history of atomic theory, the difference between elements and compounds, the law of conservation of mass, and different types of chemical reactions. In this task, students were asked to …
Law of conservation of mass – ABOVE | Samples | Work samples | Resources
Law of conservation of mass – AT
Prior to the sample task, students learnt the basic concepts and history of atomic theory, the difference between elements and compounds, the law of conservation of mass, and different types of chemical reactions. In this task, students were asked to …
Law of conservation of mass – AT | Samples | Work samples | Resources
Radioactivity and its application - At
In a teaching and learning unit on chemical sciences, students learnt the basic concepts and history of atomic theory, investigated different models of the structure of atoms, and learnt about isotopes and different forms of radioactive decay. They discussed …
Radioactivity and its application - At | Samples | Work samples | Resources
Design project: the top playground – Cherrybrook
This task is the culmination of an extended unit of work that aimed to make connections for students between STEM disciplines in a project that targeted an identified need in the school. Students collaborated in small groups to investigate the effect …
Design project: the top playground – Cherrybrook | Samples | STEM | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Reasoning
In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …
Reasoning | Portfolios | Mathematics proficiencies | Resources