YEAR 6: CURRICULUM LINK TO STEM CHALLENGE

Science: In Year 6, students explore how changes can be classified in different ways. They
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. They develop a view of Earth as
a dynamic system, in which changes in one aspect of the system impact on other aspects;
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 variables in measuring
changes and the value of accuracy in these measurements. They learn how to look for
patterns and to use these to identify and explain relationships by drawing on evidence
(ACARA, 2018g).

Curriculum Strand Descriptors

Science Physical sciences
Understanding Electrical energy can be transferred and transformed in electrical circuits and can be
generated from a range of sources (ACSSU097)
 - considering whether an energy source is sustainable
 - investigating the use of solar panels
 - investigating different electrical conductors and insulators

Science as a Use and influence of science

Human Endeavour Scientific knowledge is used to solve problems and inform personal and community
decisions (ACSHE100)
- discussing the use of electricity and the conservation of sources of energy
- considering how personal and community choices influence our use of
sustainable sources of energy
-
Nature and development of science
Science involves testing predictions by gathering data and using evidence to develop
explanations of events and phenomena and reflects historical and cultural
contributions (ACSHE098)
- investigating how people from different cultures have used sustainable
sources of energy, for example water and solar power
Science inquiry Questioning and predicting
skills: With guidance, pose clarifying questions and make predictions about scientific
investigations (ACSIS232)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions
and solve problems using equipment and materials safely and identifying potential
risks (ACSIS103)

Decide variables to be changed and measured in fair tests, and observe measure
and record data with accuracy using digital technologies as appropriate (ACSIS104)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to
represent and describe observations, patterns or relationships in data using digital
technologies as appropriate (ACSIS107)
Compare data with predictions and use as evidence in developing explanations
(ACSIS221)

Evaluating
Reflect on and suggest improvements to scientific investigations (ACSIS108)

Communicating
Communicate ideas, explanations and processes using scientific representations in a
variety of ways, including multi-modal texts (ACSIS110)

(ACARA, 2018g)

Design and Digital Technologies: Years 5 and 6 Band Description

By the end of Year 6, students describe competing considerations in the design of products,
services and environments, taking into account sustainability. They describe how design and
technologies contribute to meeting present and future needs. Students explain how the
features of technologies impact on designed solutions for each of the prescribed
technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts suitable
for identified needs or opportunities. They suggest criteria for success, including
sustainability considerations, and use these to evaluate their ideas and designed solutions.
They combine design ideas and communicate these to audiences using graphical
representation techniques and technical terms. Students record project plans including
production processes. They select and use appropriate technologies and techniques correctly
and safely to produce designed solutions (ACARA, 2018h)
Design and Technologies Production and process skills
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment
and processes to achieve intended designed solutions (ACTDEP024)
- testing a range of materials, components, tools and equipment to determine the appropriate
technologies needed to make products, services or environments, for example a moving vehicle
Generate, develop and communicate design ideas and processes for audiences using appropriate
technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior
knowledge, skills and
- representing and communicating design ideas using modelling and drawing standards including
the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps
and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example
considering the selection of materials and joining techniques to suit the purpose of a
Select appropriate materials, components, tools, equipment and techniques and apply safe procedures
to make designed solutions (ACTDEP026)
- working safely, responsibly and cooperatively to ensure safe work areas, for example the safe
use of equipment when making a water-resistant, floating craft or a model of an
environmentally sensitive outdoor shelter
- using appropriate personal protective equipment required for the use of some tools and
equipment, for example protective eyewear
Negotiate criteria for success that include sustainability to evaluate design ideas, processes and
solutions (ACTDEP027)
- independently and collaboratively identifying criteria for success, processes and planning, for
example using visual representations such as a flowchart
- evaluating the suitability of materials, tools and equipment for specific purposes
- reflecting on how well their designed solutions ensure safety and wellbeing of users and
consumers and meet the needs of communities and different cultures
Develop project plans that include consideration of resources when making designed solutions
individually and collaboratively (ACTDEP028)
- reflecting on planned steps to see if improvements can be made (ACARA, 2018h)

Curriculum area Descriptor / information

Creative and ‘‘In the science learning area, critical and creative thinking are embedded in the skills of
posing questions, making predictions, speculating, solving problems through
Critical thinking
investigation, making evidence-based decisions, and analysing and evaluating evidence.
Students develop understandings of concepts through active inquiry that involves
planning and selecting appropriate information, evaluating sources of information to
formulate conclusions and to critically reflect on their own and the collective process’’
(ACARA, 2018i).
Personal and When working in groups to complete the experiment, students learn social
management by: negotiating and communicating effectively with others; working in
social capability
teams, positively contributing to groups; resolve conflict and reach positive outcomes.
They develop the ability to initiate and manage successful personal relationships and
participate in a range of social and communal activities.
 ‘‘Students develop personal and social capability as they engage in science inquiry,
learn how scientific knowledge informs and is applied in their daily lives, and explore
how scientific debate provides a means of contributing to their communities. This
includes developing skills in communication, initiative taking, goal setting, interacting
with others and decision-making, and the capacity to work independently and
collaboratively’’ (ACARA, 2018j).
Engineering Engineering education is the crucial role of hands-on activities that attempt to solve
real-life problems. Students are more likely to see science as a subject that is not only
interesting but also relevant to their own lives and important to improving society at
large through completing this real word challenge (American Society for Engineering
Education, 2013)
Mathematics Data representation and interpretation
Interpret and compare a range of data displays, including side-by-side column graphs
for two categorical variables (ACMSP147) (ACARA, 2018k)
Sustainability Within scientific investigations the sustainability priority provides contexts for
investigating and understanding physical and Earth and space systems. By investigating
cross curriculum
the relationships between systems and system components and how systems respond
priority to change, students develop an appreciation for the interconnectedness of Earth’s
atmosphere. Relationships including cause and effect are explored, and students
develop observation and analysis skills to examine these relationships in the world
around them. In this learning area, students appreciate that science provides the basis
for decision-making in many areas of society and that these decisions can impact on
the Earth system. They understand the importance of using science to predict possible
effects of human and other activity and to develop alternative technologies that
minimise these effects.

Students in this project will focus on futures thinking:

OI.7- Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.
OI.8- Designing action for sustainability requires an evaluation of past practices, the
assessment of scientific and technological developments, and balanced judgements
based on projected future economic, social and environmental impacts.
OI.9- Sustainable futures result from actions designed to preserve and/or restore the
quality and uniqueness of environments. (ACARA, 2018f)