​Science Understandi​​​ng

​​​Science Inquiry Skills​

By the end of Year 4 students identify the roles of organisms in a habitat and construct food chains. They identify key processes in the water cycle and describe how water cycles through the environment. They identify forces acting on objects and describe their effect. They relate the uses of materials to their properties. They explain the role of data in science inquiry. They identify solutions based on scientific explanations and describe the needs these meet.

Students pose questions to identify patterns and relationships and make predictions based on observations. They plan investigations using planning scaffolds, identify key elements of fair tests and describe how they conduct investigations safely. They use simple procedures to make accurate formal measurements. They construct representations to organise data and information and identify patterns and relationships. They compare their findings with those of others, assess the fairness of their investigation, identify further questions for investigation and draw conclusions. They communicate ideas and findings for an identified audience and purpose, including using scientific vocabulary when appropriate.​

​Language

By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.​

They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge.

They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.

​Personal, Social and Community Health

Inquiring

​Analysing

(E.I.T.s) identify ethical concepts, such as respect and tolerance, and describe how a situation or context affects actions and behaviour

Examine values, rights and responsibilities and ethical norms

(E.I.T.s) describe how values, rights and responsibilities and shared expectations influence responses and de​cision-making​

​Speaking and Listening

Emotional awareness

(E.I.T.s can) explain the influence that their own behaviour has on the emotional responses of others

Reflective practice

(E.I.T.s) build on personal abilities and achievements using feedback and self-assessment

Relational awareness

(E.I.T.s) identify how they can contribute to healthy relationships and manage challenging relationships

​Country / Place

People

(E.I.T.s) understand that all life forms, including human life, are connected through Earth's systems on which they depend for their wellbeing and survival

SS2

(E.I.T.s) understand that sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments​

SS3

(E.I.T.s) develop their understanding of how social, economic and political systems influence the sustainability of Earth's systems

(E.I.T.s) recognise that sustainabily designed products, environments and services aim to minimise the impact on or restore the quality and diversity of environmental, social and economic systems

(E.I.T.s) understand that sustainable design requires an awareness of places, past practices, research and technological developments, and balanced judgements based on projected environmental, social and economic impacts