Year 8 Science — AC v9
All 19 content descriptions for Year 8 Science in the Australian Curriculum Version 9, grouped by strand — each one links to its own page, and TeachKoala can turn any of them into a complete lesson (your first is free).
Achievement standard (what coverage means)
- •They analyse data and information to describe patterns, trends and relationships and identify anomalies.
- •They analyse the key considerations that inform scientific responses and how these responses impact society.
- •They select and use equipment to generate and record data with precision.
- •They classify and represent different types of matter and distinguish between physical and chemical change.
- •They identify assumptions and sources of error in methods and analyse conclusions and claims with reference to conflicting evidence and unanswered questions.
- •They apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere.
- •Students analyse how different factors influence development of and lead to changes in scientific knowledge.
- •They explain how the properties of rocks relate to their formation and influence their use.
- •They analyse the importance of science communication in shaping viewpoints, policies and regulations.
- •They select and use language and text features appropriately for their purpose when communicating their ideas, findings and arguments to specific audiences.
- •They select and construct appropriate representations to organise and process data and information.
- •By the end of Year 8 students explain the role of specialised cell structures and organelles in cellular function and analyse the relationship between structure and function at organ and body system levels.
- •They compare different forms of energy and represent transfer and transformation of energy in simple systems.
- •They describe potential ethical issues and intercultural considerations needed for specific field locations or use of secondary data.
- •Students plan and conduct safe, reproducible investigations to test relationships and explore models.
- •They construct evidence-based arguments to support conclusions and evaluate claims.
- AC9S8H01explain how new evidence or different perspectives can lead to changes in scientific knowledge
- AC9S8H02investigate how cultural perspectives and world views influence the development of scientific knowledge
- AC9S8H03examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations
- AC9S8H04explore the role of science communication in informing individual viewpoints and community policies and regulations
- AC9S8I01develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships
- AC9S8I02plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place
- AC9S8I03select and use equipment to generate and record data with precision, using digital tools as appropriate
- AC9S8I04select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information
- AC9S8I05analyse data and information to describe patterns, trends and relationships and identify anomalies
- AC9S8I06analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions
- AC9S8I07construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information
- AC9S8I08write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate
- AC9S8U01recognise cells as the basic units of living things, compare plant and animal cells, and describe the functions of specialised cell structures and organelles
- AC9S8U02analyse the relationship between structure and function of cells, tissues and organs in a plant and an animal organ system and explain how these systems enable survival of the individual
- AC9S8U03investigate tectonic activity including the formation of geological features at divergent, convergent and transform plate boundaries and describe the scientific evidence for the theory of plate tectonics
- AC9S8U04describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use
- AC9S8U05classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems
- AC9S8U06classify matter as elements, compounds or mixtures and compare different representations of these, including 2-dimensional and 3-dimensional models, symbols for elements and formulas for molecules and compounds
- AC9S8U07compare physical and chemical changes and identify indicators of energy change in chemical reactions
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The Year 8 Science planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
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Content descriptions and achievement standard © ACARA, Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.