7–10Science 7–10 Syllabus
The new Science 7–10 Syllabus (2023) is to be implemented from 2026.
2024 and 2025 – Plan and prepare to teach the new syllabus
2026 – Start teaching new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts.
Content
Stage 4
Working scientifically
In this focus area, students develop skills in identifying and developing questions for investigation, as well as processing and representing data, and identifying trends, patterns and relationships in data. Additional Working scientifically outcomes and skills may be integrated with this content.
Loading...Explain forces as either direct (contact) or indirect (non-contact)
Conduct a practical investigation on the effects of a range of direct and indirect forces
Use force diagrams to model balanced and unbalanced forces
Analyse force diagrams to make predictions
Examine the relationship between force and energy
Describe the electrostatic and gravitational forces exerted between objects
Use the concept of forces to describe the motion of objects in orbit
Describe how magnets attract or repel each other based on their polarity
Conduct a practical investigation to test the effect of distance on the action of a magnet
Observe and map the magnetic fields of magnets
Conduct a practical investigation to construct electromagnets and compare their strength
Explore the role of simple machines, from now and in the past, as used in everyday life
Conduct a series of practical investigations using simple machines to investigate the action of forces
Investigate how simple machines, such as levers and pulleys, are used to change the magnitude of force needed when performing a task
Identify examples of Aboriginal and Torres Strait Islander Peoples’ application of Knowledge about forces
Investigate how simple machines can solve everyday issues
Investigate examples of forces and magnetism in familiar contexts