Syllabus outcomes and rubrics * Australian Curriculum (V9) links * NSW Curriculum links (2024) * Assessment rubrics Acknowledgement of Country CSIRO acknowledges the Traditional Owners of the lands, seas and waters of the area that we live and work on across Australia. We acknowledge all Aboriginal and Torress Strait Islander peoples and their continuing connection to their culture and pay our respects to Elders past and present. CSIRO is committed to reconciliation and recognises that Aboriginal and Torres Strait Islander peoples have made contributions to all aspects of Australian life including culture, economy and science. Contents Contents 2 Food waste and packaging 3 NSW curriculum links 3 Australian curriculum links 4 Assessment rubric: Food Waste and Packaging 5 Sun protection 6 NSW curriculum links 6 Australian curriculum links 7 Assessment rubric: Sun protection 9 Thermal energy storage 10 NSW curriculum links 10 Australian curriculum links 11 Assessment rubric: Thermal Energy Storage 12 Indigenous Research Methodology (IRM) – Water 13 NSW curriculum links 13 Australian curriculum links 13 Assessment rubric: IRM Water 15 Indigenous Research Methodology (IRM) – Biodiversity 16 NSW curriculum links 16 Australian curriculum links 17 Assessment Rubric: IRM Biodiversity 19 Assessment Rubric: Generic Science Investigation 20 Food waste and packaging NSW curriculum links Stage 3 Science ST2-PQU-01 Poses questions to create fair tests that investigate the effects of energy on living things and physical systems. ST2-DDT-01 Uses a design process to create products to address user needs or opportunities. Stage 4 Science SC4-WS-02 Identifies questions and makes predictions to guide scientific investigations. SC4-WS-03 Plans safe and valid investigations. SC4-WS-04 Follows a planned procedure to undertake safe and valid investigations. SC4-WS-06 Uses data to identify trends, patterns and relationships, and draw conclusions. SC4-WS-07 Identifies problem-solving strategies and proposes solutions. SC4-WS-08 Communicates scientific concepts and ideas using a range of communication forms. Australian curriculum links Year 5 and 6 Processes and Production Skills: Investigating and defining Design and Technologies AC9TDE6K05 Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions. AC9TDE6P01 Investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions. Year 7 and 8 Processes and Production Skills: Investigating and defining Design and Technologies AC9TDE8K01 Analyse how people in design and technologies occupations consider ethical and sustainability factors to design and produce products, services and environments. AC9TDE6P01 Investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions. Assessment rubric: Food Waste and Packaging Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) LIA Framework Australian Curriculum NSW Curriculum Criteria Emerging Developing Proficient Advanced Launch Engage & Connect AC9TDE8K01 ST2-PQU-01 SC4-WS-02 Questioning & Prediction Responds to a teacher-provided question with limited understanding of the problem. Prediction is vague or unsupported. Explains the investigation question and makes a simple prediction with some reasoning. Refines the investigation or design question and makes a logical prediction based on prior knowledge or observations. Independently poses a meaningful, investigable question and justifies a prediction using scientific and real-world reasoning. Making connections to science in society Identifies that food waste is a problem but gives limited explanation. Describes how damaged food contributes to waste and environmental issues. Explains how packaging design influences food waste, sustainability, and consumer behaviour. Analyses food packaging and waste as part of a broader system (production, transport, consumption) and considers sustainability and circular economy impacts. Inquire Plan, Test & Analyse AC9TDE6P01 ST2-DDT-01 SC4-WS-03 SC4-WS-04 Planning and reproducible investigations Follows a provided method with significant support. Limited understanding of variables. Uses a teacher-provided method and identifies some variables with guidance. Plans and conducts a fair, safe investigation, clearly identifying independent, dependent, and controlled variables. Independently designs or adapts a reproducible investigation, justifying choices to improve validity and reliability. AC9TDE6K05 AC9TDE8K06 SC4-WS-07 Data Collection & Mathematical Accuracy Collects limited or incomplete data with errors. Requires support to record results. Collects data with minor errors and records results in tables with guidance. Collects accurate qualitative and quantitative data, including counts and percentages, using appropriate units and tables. Collects precise, consistent data across multiple trials and applies mathematical calculations accurately to compare designs. AC9TDE6P01 SC4-WS-05 Use of scientific reasoning and representations Uses basic descriptions with limited scientific language or representations. Uses simple scientific terms and basic graphs or diagrams with support. Uses correct scientific and design language, tables, graphs, and diagrams to explain results. Selects and applies appropriate representations (graphs, percentages, annotated images) to clearly support scientific claims. Act Apply, Reflect & Communicate AC9TDE8K01 AC9TDE6P01 SC4-WS-06 Analysis & Interpretation Describes what happened with little reference to evidence. Identifies simple patterns (e.g. “less damage”) with limited explanation. Analyses data to explain how and why certain packaging features reduced damage. Critically interprets data, evaluates limitations, reliability, and trade-offs, and links findings to real transport conditions. AC9TDE8K01 SC4-WS-08 Conclusion & Scientific Communication States a simple conclusion with limited clarity. Communication is basic. Writes a conclusion that answers the question using some evidence. Communicates findings in a simple format. Communicates a clear, evidence-based conclusion using appropriate scientific structure and visuals. Communicates findings persuasively to a real audience, proposing justified improvements or sustainable actions (e.g. circular economy solutions). Sun protection NSW curriculum links Stage 3 Science ST3-SCI-01 Uses evidence to explain how scientific knowledge can be used to develop sustainable practices. ST3-PQU-01 Poses questions to identify variables and conducts fair tests to gather data. Stage 4 Science SC4-WS-02 Identifies questions and makes predictions to guide scientific investigations. SC4-WS-07 Identifies problem-solving strategies and proposes solutions. SC4-OTU-01 Explains how observations are used by scientists to increase knowledge and understanding of the Universe. Stage 4 Mathematics MAO-WM-01 Develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly. Australian curriculum links Year 5 Science Inquiry Questioning and Predicting AC9S5I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Communicating AC9S5I06 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate Science Understanding Physical sciences AC9S5U03 Identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted. Year 6 Science Inquiry Questioning and Predicting AC9S6I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Evaluating AC9S6I05 Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions. Science Understanding Earth and space sciences AC9S6U02 Describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length. Year 7 Science Understanding Earth and space sciences AC9S7U03 Model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides. Year 8, 9 and 10 Maths - Measurement AC9M8M01 Solve problems involving the surface area and volume of composite objects using appropriate units. AC9M9M01 Solve problems involving the surface area and volume of composite objects using appropriate units. AC9M10M01 Solve problems involving the surface area and volume of composite objects using appropriate units. Assessment rubric: Sun protection Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) LIA Framework Australian Curriculum (V9) NSW Curriculum Criteria Emerging Developing Proficient Advanced Launch Engage & Connect AC9S5I01 AC9S6I01 ST3-PQU-01 SC4-WS-02 Questioning & Prediction Needs significant support to form a question; prediction is missing, vague, or unrelated. Selects or uses a given question; prediction is basic and relies on everyday observations. Adapts or refines a teacher-given question into a testable one and provides a logical prediction using some scientific ideas. Independently poses a clear, original investigable question and develops a well-reasoned scientific prediction. Making connections to science in society Recognises that science is used in the real world. Describes how science helps solve real-world problems. Explains how science contributes to sustainability, technology, or innovation. Critically evaluates how science and research impact society and the environment. Inquire Plan, Test & Analyse AC9S5I03 AC9S6I03 ST3-PQU-01, SC4-WS-02 SC4-OTU-01 Planning and reproducible investigations Requires explicit guidance to follow a provided method; variables not recognised or controlled. Completes a partly scaffolded plan; identifies some variables but may not fully control them. Designs a repeatable investigation with teacher guidance; identifies key variables and outlines workable steps. Independently develops a repeatable investigation with well-controlled variables and a detailed method fit for purpose. AC9M8M01 AC9M9M01 AC9M10M01 MAO-WM-01 Data Collection & Mathematical Accuracy Data is incomplete or inaccurate; relies on teacher direction to record observations. Collects basic data but with inconsistencies; requires scaffolds to complete tables or graphs. Collects mostly accurate data with some guidance; tables/graphs are correct but may lack detail. Collects complete, reliable data independently; uses measurement tools and formulas correctly with minimal error. Use of scientific reasoning and representations Uses basic scientific language. Applies correct terms and symbols with support. Communicates reasoning clearly with correct scientific conventions. Applies abstract reasoning, models, and representations effectively. Act Apply, Reflect & Communicate AC9S5I05 AC9S6I05 ST3-SCI-01 SC4-OTU-01 Analysis & Interpretation Struggles to identify patterns; interpretations are missing or incorrect. Identifies simple observations with limited explanation; requires scaffolds to interpret results. Describes trends with teacher prompts; explanations reference UV ideas but may lack depth. Independently interprets data, identifies trends, and provides logical explanations for sunscreen/material performance. AC9S5I06 AC9S6I06 ST3-SCI-01 SC4-WS-07 Conclusion & Scientific Communication Conclusion incomplete or unrelated; minimal or no communication of findings. Provides a simple conclusion with everyday language; limited reference to data. Provides a conclusion using some scientific terminology; includes evidence when prompted. Presents a clear conclusion with relevant scientific terms and evidence from the investigation. Thermal energy storage NSW curriculum links Stage 3 Science and technology ST3-SCI-01 Uses evidence to explain how scientific knowledge can be used to develop sustainable practices. ST3-PQU-01 Poses questions to identify variables and conducts fair tests to gather data. Stage 4 Science and technology SC4-WS-01 Uses scientific tools and instruments for observations. SC4-WS-04 Follows a planned procedure to undertake safe and valid investigations. Stage 5 Science and technology SC5-EGY-01 Evaluates current and alternative energy use based on ethical and sustainability considerations. SC5-WS-01 Selects and uses scientific tools and instruments for accurate observations. Australian curriculum links Year 7 Science understanding: Chemical Sciences AC9S7U05 Use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance. Science inquiry Planning and conducting AC9S7I03 Select and use equipment to generate and record data with precision, using digital tools as appropriate. Processing, modelling and analysing AC9S7I05 Analyse data and information to describe patterns, trends and relationships and identify anomalies. Communicating AC9S7I08 Write 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. Year 8 Science understanding: Physical sciences AC9S8U05 Classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems. Science inquiry Planning and conducting AC9S8I03 Select and use equipment to generate and record data with precision, using digital tools as appropriate. Year 9 Science understanding: Physical sciences AC9S9U04 Use wave and particle models to describe energy transfer through different mediums and examine the usefulness of each model for explaining phenomena. Physical sciences AC9S9U05 Apply the law of conservation of energy to analyse system efficiency in terms of energy inputs, outputs, transfers and transformations. Assessment rubric: Thermal Energy Storage Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) & LIA Framework LIA Framework Australian Curriculum NSW Curriculum Criteria Emerging Developing Proficient Advanced Launch Engage & Connect AC9S7U05 AC9S8U05 AC9S9U05 ST3-PQU-01 Questioning & Prediction Responds to a teacher-provided question about heating with limited understanding. Prediction is vague or unsupported. Explains the investigation question and makes a simple prediction about heating using sunlight. Refines the investigation question and makes a logical prediction comparing concentrated and ambient solar heating. Independently poses a meaningful investigable question related to thermal energy storage and justifies predictions using scientific reasoning. Making connections to science in society Recognises that solar energy can be used to produce heat. Describes how solar thermal energy can be used to generate electricity. Explains the role of thermal energy storage in supporting renewable energy systems. Analyses how thermal energy storage contributes to Australia’s energy transition, including sustainability and reliability considerations. Inquire Plan, Test & Analyse AC9S7I03 AC9S8I03 AC9S7I05 AC9S7I08 ST3-PQU-01 SC4-WS-04 Planning and reproducible investigations Follows a provided method with support. Limited understanding of variables. Uses a teacher-provided method and identifies some variables with guidance. Plans and conducts a fair, safe investigation, clearly identifying independent, dependent and controlled variables. Independently designs or adapts a reproducible investigation, justifying method choices to improve reliability and validity. Data Collection & Mathematical Accuracy Collects limited temperature data with errors or omissions. Records temperature data accurately with some guidance. Collects accurate temperature data at regular intervals and calculates changes over time. Collects precise data across multiple trials and applies calculations (e.g. averages, rates of change) to compare heating methods. Act Apply, Reflect & Communicate AC9S7I08 SC4-WS-01 SC5-WS-01 Use of scientific reasoning and representations Uses basic descriptions with limited scientific language. Uses simple scientific terms and basic tables or graphs with support. Uses appropriate scientific language, tables, and graphs to explain energy transfer and temperature change. Selects and applies appropriate representations (graphs, annotations, models) to support explanations of thermal energy storage. ST3-SCI-01 ST3-PQU-01 SC4-WS-01 SC4-WS-04 SC5-EGY-01 SC5-WS-01 Analysis & Interpretation Describes what happened with little reference to evidence. Identifies simple patterns (e.g. “it got hotter”) with limited explanation. Analyses data to explain why concentrated solar energy caused greater temperature change. Critically interprets results, evaluating reliability, limitations, and implications for real-world thermal energy storage systems. Conclusion & Scientific Communication States a simple conclusion with limited clarity. Writes a conclusion that answers the question using some evidence. Communicates a clear, evidence-based conclusion explaining differences between heating methods. Communicates findings persuasively to a real audience, linking results to thermal energy storage and Australia’s renewable energy future. Indigenous Research Methodology (IRM) – Water NSW curriculum links Stage 3 ST3-SCI-01 Uses evidence to explain how scientific knowledge can be used to develop sustainable practices. Stage 4 SC4-WS-01 Uses scientific tools and instruments for observations. SC4-WS-04 Follows a planned procedure to undertake safe and valid investigations. SC4-WS-06 Uses data to identify trends, patterns and relationships, and draw conclusions. SC4-WS-08 Communicates scientific concepts and ideas using a range of communication forms. Australian curriculum links Year 5 Science Understanding Earth and space sciences AC9S5U02 Describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface. Science inquiry Questioning and predicting AC9S5I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Planning and conducting AC9S5I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. Year 6 Science Understanding Earth and space science AC9S6U02 Describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length. Science inquiry Questioning and predicting AC9S6I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Year 7 Science Understanding Biological sciences AC9S7U02 Use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations. Science inquiry Questioning and predicting AC9S7I01 Develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships. Planning and conducting AC9S7I02 Plan 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. Assessment rubric: IRM Water Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) and Indigenous Research Methodology (IRM) Criterion Australian Curriculum NSW Curriculum Emerging Developing Proficient Advanced 1. Connection to Country & Indigenous knowledges AC9S5I01 AC9S6I01 AC9S5H02 ST3-SCI-01 Needs support to explain what Country means beyond “land”. Limited or no reference to Indigenous knowledges, or references are vague/general. Shows a basic understanding that Country includes land and water and that Aboriginal Peoples have strong connections and knowledge. Refers to Dreaming stories or quotes when prompted. Explains key ideas about Country and refers to Dreaming stories and Aboriginal knowledge when describing water movement. Shows respect and can describe how Indigenous and western science both contribute to understanding water on Country. Demonstrates a deep, respectful understanding of Country as land, water, sky and relationships. Independently draws clear connections between Dreaming stories, on-Country observations and water movement/groundwater. Explicitly acknowledges Indigenous knowledges and explains how they guided the investigation and recommendations. 2. Questioning, planning & reproducible investigations AC9S5I01 AC9S6I01 AC9S7I01 ST3-SCI-01 SC4-WS-01 SC4-WS-04 Relies almost entirely on teacher-directed steps. Has difficulty explaining the purpose of the investigation or the role of variables. Uses a teacher-provided question and method. Can name some variables but may confuse them or not fully control them. Refines a class question and helps plan a fair test with guidance. Can identify most variables and contribute to writing a workable method that others can follow. Poses a meaningful, investigable question about water movement or groundwater in their own context. Independently designs or adapts a reproducible investigation (surface water or ground-cover investigation), clearly identifying independent, dependent and controlled variables and recording a logical method. 3. Collecting, representing & using data AC9S5I02 AC9S6I02 AC9S7I02 Limited data collected or recorded. Needs significant support to complete tables/graphs or to describe what occurred. Data is incomplete or inconsistent. Needs scaffolds to record results or complete representations. Descriptions are mainly descriptive rather than analytical. Collects generally reliable data with minor errors. Completes tables and simple graphs or maps with some support. Uses representations to describe what happened in the investigation. Collects accurate qualitative and quantitative data (maps, tables, photos, timings, volumes) with care and consistency. Chooses suitable ways to represent data (annotated maps, graphs, photo stories) and uses them to support claims about water flow and/or infiltration. 4. Analysis, recommendations & Caring for Country AC9S5U02 AC9S7U02 AC9S7I02 ST3-SCI-01 Provides minimal explanation of what results mean. Recommendations are vague, unrealistic or missing. Offers simple explanations (e.g. “plants slow water down”) with limited reference to specific data. Suggestions for improvement are general or teacher prompted. Explains how water movement or ground cover affected results, using some evidence from their data. Suggests practical actions to improve water management or plant cover at school, with some link to Caring for Country. Provides thoughtful, evidence-based explanations of how water moves on their school Country and how ground cover/vegetation affects groundwater recharge. Proposes realistic, well-justified recommendations for managing water and Caring for Country (e.g. planting, erosion control, design changes), clearly linking these to Indigenous knowledges and their own data. 5. Reflection on IRM, positionality & process AC9S7I02 AC9S7H01 SC4-WS-06 SC4-WS-08 Very brief or superficial reflection; little recognition of IRM or their own changing understanding. Gives a simple reflection on what they liked or found challenging. Mentions one or two IRM elements when prompted. Describes some aspects of IRM used (e.g. yarning, story, observing Country) and reflects on what they learned about their own view of water and Country. Identifies at least one next step or action. Thoughtfully reflects on their own perspective and relationship to Country. Can describe how IRM principles (relationships, reciprocity, story, on-Country learning) shaped the way they investigated. Identifies next questions or how they might “give back” to Country or community. Indigenous Research Methodology (IRM) – Biodiversity NSW curriculum links Stage 3 ST3-SCI-01 Uses evidence to explain how scientific knowledge can be used to develop sustainable practices. Stage 4 SC4-WS-01 Selects and uses scientific tools and instruments for accurate observations. SC4-WS-04 Follows a planned procedure to undertake safe, ethical, valid and reliable investigations. SC4-WS-06 Analyses data from investigations to identify trends, patterns and relationships, and draws conclusions. SC4-WS-07 Selects suitable problem-solving strategies and evaluates proposed solutions to identified problems. Australian curriculum links Year 5 Science understanding Biological sciences AC9S5U01 Examine how particular structural features and behaviours of living things enable their survival in specific habitats. Science inquiry Questioning and predicting AC9S5I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Planning and conducting AC9S5I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. Science as a Human Endeavour Nature and development of science AC9S5H01 Examine why advances in science are often the result of collaboration or build on the work of others. Year 6 Science understanding Biological sciences AC9S6U01 Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions. Science inquiry Questioning and predicting AC9S6I01 Pose investigable questions to identify patterns and test relationships and make reasoned predictions. Planning and conducting AC9S6I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. Science as a Human Endeavour Nature and development of science AC9S6H01 Examine why advances in science are often the result of collaboration or build on the work of others. Year 7 Science understanding Biological sciences AC9S7U01 Investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys. Science inquiry Questioning and predicting AC9S7I01 Develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships. Planning and conducting AC9S7I02 Plan 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. Assessment Rubric: IRM Biodiversity Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) and Indigenous Research Methodology (IRM) Criterion Australian Curriculum NSW Curriculum Emerging Developing Proficient Advanced 1. Connection to Country & Indigenous knowledges AC9S5I01 AC9S6I01 AC9S5H01 ST3-SCI-01 Needs support to explain what Country means beyond “land”. Limited or no reference to Indigenous knowledges, or references are vague/general. Shows a basic understanding that Country includes land and water and that Aboriginal Peoples have strong connections and knowledge. Refers to Dreaming stories or quotes when prompted. Explains key ideas about Country and refers to Dreaming stories and Aboriginal knowledge when describing water movement. Shows respect and can describe how Indigenous and western science both contribute to understanding water on Country. Demonstrates a deep, respectful understanding of Country as land, water, sky and relationships. Independently draws clear connections between Dreaming stories, on-Country observations and biodiversity. Explicitly acknowledges Indigenous knowledges and explains how they guided the investigation and recommendations. 2. Questioning, planning & reproducible investigations AC9S5I01 AC9S6I01 AC9S7I01 SC4-WS-01 SC4-WS-04 Relies almost entirely on teacher-directed steps. Has difficulty explaining the purpose of the investigation or the role of variables. Uses a teacher-provided question and method. Can name some variables but may confuse them or not fully control them. Refines a class question and helps plan a fair test with guidance. Can identify most variables and contribute to writing a workable method that others can follow. Poses a meaningful, investigable question about biodiversity in their own context. Independently designs or adapts a reproducible investigation, clearly identifying independent, dependent and controlled variables and recording a logical method. 3. Collecting, representing & using data AC9S5I02 AC9S6I02 SC4-WS-07 Limited data collected or recorded. Needs significant support to complete tables/graphs or to describe what occurred. Data is incomplete or inconsistent. Needs scaffolds to record results or complete representations. Descriptions are mainly descriptive rather than analytical. Collects generally reliable data with minor errors. Completes tables and simple graphs or maps with some support. Uses representations to describe what happened in the investigation. Collects accurate qualitative and quantitative data (maps, tables, photos, timings, volumes) with care and consistency. Chooses suitable ways to represent data (annotated maps, graphs, photo stories) and uses them to support claims about biodiversity. 4. Analysis, recommendations & Caring for Country AC9S5U01 AC9S6U01 AC9S7U01 AC9S7I02 ST3-SCI-01 Provides minimal explanation of what results mean. Recommendations are vague, unrealistic or missing. Offers simple explanations (e.g. “there is a lot of biodiversity in my school”) with limited reference to specific data. Suggestions for improvement are general or teacher prompted. Explains how biodiversity affected results, using some evidence from their data. Suggests practical actions to improve and preserve biodiversity at school, with some link to Caring for Country. Provides thoughtful, evidence-based explanations of biodiversity on their school site. Proposes realistic, well-justified recommendations for managing biodiversity a Caring for Country, clearly linking these to Indigenous knowledges and their own data. 5. Reflection on IRM, positionality & process AC9S7I02 AC9S7H01 SC4-WS-06 Very brief or superficial reflection; little recognition of IRM or their own changing understanding. Gives a simple reflection on what they liked or found challenging. Mentions one or two IRM elements when prompted. Describes some aspects of IRM used (e.g. yarning, story, observing Country) and reflects on what they learned about their own view of biodiversity and Country. Identifies at least one next step or action. Thoughtfully reflects on their own perspective and relationship to Country. Can describe how IRM principles (relationships, reciprocity, story, on-Country learning) shaped the way they investigated. Identifies next questions or how they might “give back” to Country or community. Assessment Rubric: Generic Science Investigation Aligned to Australian Curriculum (Version 9), NSW Syllabus (2024) Assessment criteria Australian Curriculum NSW Curriculum Emerging Developing Proficient Advanced Understanding of scientific concepts Science Understanding Working Scientifically Identifies simple facts or examples related to the topic. Describes key concepts and begins to link them to real-world contexts. Explains scientific ideas accurately and connects them to everyday or local examples. Analyses and applies scientific principles to explain complex systems or emerging research. Making connections to science in society Science as a Human Endeavour Recognises that science is used in the real world. Describes how science helps solve real-world problems. Explains how science contributes to sustainability, technology, or innovation. Critically evaluates how science and research impact society and the environment. Planning and repeatable investigations Working Scientifically Planning Investigations Conducting Investigations Follows a provided procedure. Identifies variables and follows steps with some independence. Designs and conducts a repeatable investigation, identifying variables and controls. Develops and refines a valid and repeatable investigation with independent variables. Collecting and analysing data Science Investigation Skills Working Scientifically Collects limited data with assistance. Accurately records and organises data in tables and graphs. Analyses data to identify patterns and draw logical conclusions. Interprets data critically, identifies anomalies, and uses evidence to justify conclusions. Use of scientific reasoning and representations Uses basic scientific language. Applies correct terms and symbols with support. Communicates reasoning clearly with correct scientific conventions. Applies abstract reasoning, models, and representations effectively. Application of learning States what was learned. Explains what was discovered and how it relates to the investigation question. Applies findings to explain broader scientific principles. Extends findings to new contexts or proposes innovative real-world applications. Reflection and evaluation Science as a Human Endeavour Working Scientifically Describes what worked well. Suggests improvements to method or data collection. Evaluates reliability, accuracy, and limitations of the investigation. Critically evaluates processes and evidence, proposing ways to enhance validity or scale research. Communication of ideas Communicating Presents results using simple sentences or visuals. Communicates results using labelled tables or graphs. Presents findings clearly using scientific format (report, poster, or presentation). Communicates findings creatively and persuasively using multimodal or professional formats. As Australia’s national science agency, CSIRO is solving the greatest challenges through innovative science and technology. CSIRO. Creating a better future for everyone. Contact us 1300 363 400 +61 3 9545 2176 csiro.au/contact csiro.au For further information CSIRO Education and Outreach 1300 363 400 education@csiro.au csiro.au/education 2 | CSIRO Australia’s National Science Agency Syllabus outcomes and rubrics | i ii | CSIRO Australia’s National Science Agency Syllabus outcomes and rubrics | i