Earth and Environmental Science

For the Earth systems studied, the student:

• analyses how Earth systems and their components are inter-related across a range of spatial scales, and how they have changed over time
• analyses how cycling of matter and transfers and transformations of energy are interrelated within and between Earth systems across a range of temporal and spatial scales
• explains the theories and model/s used to explain the system and the aspects of the system they include
• applies theories and models of systems and processes to explain phenomena, interpret complex problems and make reasoned, plausible predictions in unfamiliar contexts

For the Earth and environmental contexts studied, the student:

• analyses the role of collaboration, debate and review, and technologies, in the development of Earth and environmental theories and models
• evaluates how Earth and environmental science has been used in concert with other sciences to meet diverse needs and inform decision making; and how these applications are influenced by interacting social, economic and ethical factors

For the Earth systems studied, the student:

• explains how Earth system components are inter-related and how they have changed over time
• explains how cycling of matter and transfers and transformations of energy occur between and within Earth systems
• describes the theories and model/s used to explain the system
• applies theories and models of systems and processes to explain phenomena, interpret problems and make plausible predictions in unfamiliar contexts

For the Earth and environmental contexts studied, the student:

• explains the role of collaboration, debate and review, and technologies, in the development of Earth and environmental theories and models
• explains how Earth and environmental science has been used to meet diverse needs and inform decision making; and how these applications are influenced by social, economic and ethical factors

For the Earth systems studied, the student:

• describes Earth system components and how they have changed over time
• describes the ways in which matter and energy move within and between Earth systems
• describes a theory or model used to explain the system
• applies theories or models of systems and processes to explain phenomena, interpret problems and make plausible predictions in familiar contexts

For the Earth and environmental contexts studied, the student:

• describes the role of collaboration and review, and technologies, in the development of Earth and environmental theories or models
• discusses how Earth and environmental science has been used to meet needs and inform decision making, and some social, economic or ethical implications of these applications

For the Earth systems studied, the student:

• identifies Earth system components
• identifies processes that cause change in Earth systems
• identifies aspects of a theory or model related to the system
• describes phenomena, interprets simple problems and makes simple predictions in familiar contexts

For the Earth and environmental contexts studied, the student:

• describes the role of communication and new evidence in the development of Earth and environmental knowledge
• describes ways in which Earth and environmental science has been used in society to meet needs and identifies some implications of these applications

For the Earth systems studied, the student:

• identifies some parts of the Earth system
• describes some observable Earth processes
• identifies aspects of a theory or model related to parts of the system
• describes phenomena and makes simple predictions in familiar, simple contexts

For the Earth and environmental contexts studied, the student:

• identifies that Earth and environmental knowledge has changed over time
• identifies ways in which Earth and environmental science has been used in society to meet needs

For the Earth and environmental contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that efficiently collect valid, reliable data in response to a complex question or problem
• analyses data sets to explain causal and correlational relationships, the reliability of the data and sources of error
• justifies their selection of data as evidence, analyses evidence with reference to models and/or theories and develops evidence-based conclusions that identify limitations
• evaluates processes and claims; provides an evidence-based critique and discussion of improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve complex and unfamiliar problems
• communicates effectively and accurately in a range of modes, styles and genres for specific audiences and purposes

For the Earth and environmental contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that collect valid, reliable data in response to a question or problem
• analyses data sets to identify causal and correlational relationships, anomalies and sources of error
• selects appropriate data as evidence, interprets evidence with reference to models and/or theories and provides evidence for conclusions
• evaluates processes and claims; provides a critique with reference to evidence and identifies possible improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve unfamiliar problems
• communicates clearly and accurately in a range of modes, styles and genres for specific audiences and purposes

For the Earth and environmental contexts studied, the student:

• designs and conducts safe, ethical investigations that collect valid data in response to a question or problem
• analyses data to identify relationships, anomalies and sources of error
• selects data to demonstrate relationships linked to Earth and environmental knowledge and provides conclusions based on data
• evaluates processes and claims and suggests improvements or alternatives
• selects, constructs and uses appropriate representations to describe relationships and solve problems
• communicates clearly in a range of modes, styles and genres for specific purposes

For the Earth and environmental contexts studied, the student:

• plans and conducts safe, ethical investigations to collect data in response to a question or problem
• analyses data to identify trends and anomalies
• selects data to demonstrate trends and presents simple conclusions based on data
• considers processes and claims from a personal perspective
• constructs and uses simple representations to describe relationships and solve simple problems
• communicates in a range of modes and genres

For the Earth and environmental contexts studied, the student:

• follows a procedure to conduct safe, ethical investigations to collect data
• identifies trends in data
• selects data to demonstrate trends
• considers claims from a personal perspective
• constructs and uses simple representations to describe phenomena
• communicates in a range of modes

For the Earth systems studied, the student:

• analyses how human activities and Earth processes affect components of, and interactions between, Earth systems across a range of temporal and spatial scales
• analyses how interactions between Earth systems change, and how these changes are monitored and managed across a range of temporal and spatial scales
• explains the theories and model/s used to explain the systems, the supporting evidence and their limitations and assumptions
• applies theories and models of systems and processes to explain phenomena and critically analyse complex problems and make reasoned, plausible predictions in unfamiliar contexts

For the Earth and environmental contexts studied, the student:

• analyses the role of collaboration, debate and review, and technologies, in the development of Earth and environmental theories and models
• evaluates how Earth and environmental science has been used in concert with other sciences to meet diverse needs and inform decision making; and how these applications are influenced by interacting social, economic and ethical factors

For the Earth systems studied, the student:

• explains how human activities and Earth processes affect components of, and interactions between, Earth systems
• explains how interactions between Earth systems change, and how these changes are monitored and managed
• describes the theories and model/s used to explain the systems, some supporting evidence, and their limitations
• applies theories and models of systems and processes to explain phenomena, analyse problems and make plausible predictions in unfamiliar contexts

For the Earth and environmental contexts studied, the student:

• explains the role of collaboration, debate and review, and technologies, in the development of Earth and environmental theories and models
• explains how Earth and environmental science has been used to meet diverse needs and inform decision making; and how these applications are influenced by social, economic and ethical factors

For the Earth systems studied, the student:

• explains how human activities and Earth processes affect components of Earth systems
• explains how components of Earth systems change, and how these changes are managed
• describes key aspects of a theory or model used to explain system processes and the phenomena to which they can be applied
• applies theories or models of systems and processes to explain phenomena, interpret problems and make plausible predictions in some unfamiliar contexts

For the Earth and environmental contexts studied, the student:

• describes the role of collaboration and review, and technologies, in the development of Earth and environmental theories or models
• discusses how Earth and environmental science has been used to meet needs and inform decision making, and some social, economic or ethical implications of these applications

For the Earth systems studied, the student:

• describes how human activities and Earth processes affect components of Earth systems
• describes changes to components of Earth systems and some management responses
• describes key aspects of a theory or model used to explain a system process
• describes phenomena, interprets simple problems and makes predictions in familiar contexts

For the Earth and environmental contexts studied, the student:

• describes the role of communication and new evidence in developing Earth and environmental knowledge
• describes ways in which Earth and environmental science has been used in society to meet needs and identifies some implications of these applications

For the Earth systems studied, the student:

• identifies some human activities and Earth processes that impact components of Earth systems
• describes some changes to components of Earth systems, and a related management response
• identifies aspects of a theory or model related to a system process
• describes phenomena and makes simple predictions in familiar contexts

For the Earth and environmental contexts studied, the student:

• identifies that Earth and environmental knowledge has changed over time
• identifies ways in which Earth and environmental science has been used in society to meet needs

For the Earth and environmental contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that efficiently collect valid, reliable data in response to a complex question or problem
• analyses data sets to explain causal and correlational relationships, the reliability of the data and sources of error
• justifies their selection of data as evidence, analyses evidence with reference to models and/or theories and develops evidence-based conclusions that identify limitations
• evaluates processes and claims; provides an evidence-based critique and discussion of improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve complex and unfamiliar problems
• communicates effectively and accurately in a range of modes, styles and genres for specific audiences and purposes

For the Earth and environmental contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that collect valid, reliable data in response to a question or problem
• analyses data sets to identify causal and correlational relationships, anomalies and sources of error
• selects appropriate data as evidence, interprets evidence with reference to models and/or theories and provides evidence for conclusions
• evaluates processes and claims; provides a critique with reference to evidence and identifies possible improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve unfamiliar problems
• communicates clearly and accurately in a range of modes, styles and genres for specific audiences and purposes

For the Earth and environmental contexts studied, the student:

• designs and conducts safe, ethical investigations that collect valid data in response to a question or problem
• analyses data to identify relationships, anomalies and sources of error
• selects data to demonstrate relationships linked to Earth and environmental knowledge and provides conclusions based on data
• evaluates processes and claims and suggests improvements or alternatives
• selects, constructs and uses appropriate representations to describe relationships and solve problems
• communicates clearly in a range of modes, styles and genres for specific purposes

For the Earth and environmental contexts studied, the student:

• plans and conducts safe, ethical investigations to collect data in response to a question or problem
• analyses data to identify trends and anomalies
• selects data to demonstrate trends and presents simple conclusions based on data
• considers processes and claims from a personal perspective
• constructs and uses simple representations to describe relationships and solve simple problems
• communicates in a range of modes and genres

For the Earth and environmental contexts studied, the student:

• follows a procedure to conduct safe, ethical investigations to collect data
• identifies trends in data
• selects data to demonstrate trends
• considers claims from a personal perspective
• constructs and uses simple representations to describe phenomena
• communicates in a range of modes