These assessment pointers are for judging standards of student performance in Year 5 Science.

They
are examples of what students may demonstrate rather than being a checklist of everything they
should do. For reporting, they are used to make on balance judgments about achievement that will
depend on what has been taught and assessed during the reporting period. They can also be used for
guiding the pitch of assessment tasks, developing marking keys and informing assessment feedback.
Additional assessment pointers for the strand Science as a Human Endeavour will be developed as
further work samples are received from schools.

Reporting against the Achievement Standard

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of
light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how
scientific developments have affected peoples lives and how science knowledge develops from many peoples contributions.
Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment
in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their
data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods
and findings using a range of text types.

Communication

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Clearly communicates ideas,

explanations and processes,
using a variety of effective
formats and representations,
e.g. reports, annotated
diagrams, multi-modal texts.

Communicates ideas,
explanations and processes
using different formats and
representations, e.g. detailed,
labelled diagrams and posters.

With guidance, communicates

ideas, information and
processes using simple formats
and representations, e.g.
labelled diagrams and posters.

With guidance, communicates

simple ideas, explanations and
processes using simple formats
and representations with some
inaccuracies.

Presents simple or unrelated

ideas and information in an
unclear or disorganised manner.

Creates a detailed diagram to

represents a structure or
sequence. Uses the diagram to
enhance the explanation.

Creates a diagram to represent a

structure or sequence. Uses the
diagram to supplement the
explanation.

Creates a simple diagram to

represent a structure or
sequence. Uses the diagram to
supplement the explanation.

Creates a simple diagram, with

some errors and omissions, to
represent a structure or
sequence. Does not refer to the
diagram in the explanation.

Creates a simple, incomplete

diagram loosely related to the
topic. Provides comments not
linked to, or conflicting with, the
diagram.

2013/37307v4 [PDF: 2013/37825] Published: 21 July, 2014

Communication

Science Understandings
Chemical

Science Understandings
Physical

Science Understandings
Earth & Space

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Predominantly uses scientific

terminology in the correct
context.

Uses familiar scientific terms,

e.g. variables, orbit.

Uses everyday language and

some familiar scientific terms,
e.g. liquid, gas, melt, heat.

Uses everyday language with

occasional simple, familiar
scientific terms.

Uses everyday language.

Classifies common and

uncommon materials correctly,
explaining differences in states
of matter using particle theory.

Classifies common materials

based on analysis of observable
properties. Explains that all
forms of matter have mass.

Classifies common materials

according to observable
properties and behaviours.
Explains that solids and liquids
have mass.

Separates common materials

according to behaviours.

With guidance, separates

common materials according to
behaviours.

Explains the effect of a

temperature change on
particles.

Explains that a temperature

change can affect the state of
matter.

States that a change of

temperature can affect the state
of a substance.

Identifies a simple, observable

change to a substance that
results from a change in
temperature.

With guidance, records a simple,

observable change in state.

Explains how we see an object

and/or its shadow, referring to
properties of light.

Describes how we see an object

or shadow, referring to
properties of light.

States that light travels to our

eyes so that we can see objects.

Makes simple, sometimes

inaccurate, statements about
how we are able to see objects.

States that we can only see

when there is light. Identifies
sources of light.

Draws a correct ray diagram to

represent reflection, absorption
or refraction showing light
travelling in straight lines with
arrows correctly indicating
direction of travel.

Draws a ray diagram to show

the path of light. Draws light
rays as straight lines with arrows
indicating direction of travel.

Draws a simple diagram to show

the path of light from a source
to our eyes. Draws light rays as
straight lines.

Draws a simple diagram to show

the path of light. Partially draws
light rays.

Draws a simple picture of a light

source or of light travelling, but
lines are wavey or curved.

Makes accurate comparisons

between Earth and other
planets, drawing from a range of
information, e.g. distances
between planets, relative sizes,
composition.

Makes comparisons between

Earth and other planets.

Gives descriptions of key

features of the solar system,
including the relative position of
the Earth.

Identifies some key features of

the solar system, e.g. The sun is
a big hot star.

With guidance, identifies a few

key features of the solar system.

Produces a detailed diagram or

model of the solar system,
illustrating the correct order,
movement, relative sizes and
distance of the planets from the
sun.

Produces a clear diagram or

model of the solar system,
illustrating most key features.

Produces a simple, clear

diagram or model of the solar
system.

Produces a simple diagram or

model of the solar system, with
some errors or inaccuracies, e.g.
order of the planets.

With guidance, produces a basic,

and/or incomplete diagram of
the solar system with a number
of errors or omissions.

Science Understandings
Biological

Science as a Human
Endeavour

Science Inquiry Skills

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Predicts and explains how

physical features and/or
adaptations of a living thing help
it to survive in a changing
environment, providing accurate
examples.

Connects how the physical

features or adaptations of a
living thing will help it to survive
in its environment, and provides
some appropriate examples.

Describes simple connections

between physical features or
adaptations of a living thing and
requirements for survival.

Identifies a link between a

physical feature of a living thing
and one basic requirement for
survival, or offers a number of
simple examples but does not
connect the adaptations directly
to the way they enhance
survival.

Does not make a connection

between the physical features of
a living thing and a basic
requirement for its survival.

Explains how research is used to

progress scientific theories,
events and phenomena, e.g.
explains how research findings
are used to provide advice about
what people should do if
trapped inside a car in a
bushfire.

Describes how research is used

to explain scientific events and
phenomena, e.g. describes
outcomes from the CSIROs
research into the survivability of
cars from bushfires

Outlines simple research

processes used by scientists to
test predictions and theories,
e.g. outlines why and how the
CSIRO is conducting research
into bushfires.

Gives examples of scientific

research, e.g. states that the
CSIRO researches bushfires.

States that scientists discover

things.

Evaluates the contributions that

Australian and/or international
organisations or people have
made to the development of
science, e.g. explains how and
why scientists currently use the
speed of light.

Describes contributions that

Australian and/or international
organisations or people have
made to the development of
science, e.g. describes how the
speed of light has been currently
calculated.

Identifies the contributions that

an Australian and/or an
international organisation or
person has made to the
development of science, e.g.
identifies the theories suggested
for the calculation of the speed
of light.

Lists examples of people who

have contributed to the
development of science, e.g.
Einstein, Kepler, Newton.

Identifies one or two famous

scientists or discoveries.

Poses an appropriate, precise

question to investigate.

Poses an appropriate question

to investigate.

With guidance, poses an

appropriate question to
investigate.

Poses a question which is not

investigable.

If provided, the investigation

question is unclear.

Predicts what might happen and

gives a reason related to the
concept being investigated.

Predicts what might happen and

provides a simple reason.

With guidance, predicts what

might happen.

Makes a prediction loosely

related to the concept being
investigated.

If provided, the prediction is

unclear.

Science Inquiry Skills

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Identifies the variables to be

changed and measured, and
several variables that might
influence the investigation.
Sometimes connects the
variables to the concept of fair
testing.

Identifies the variables to be

changed and measured and at
least one appropriate variable to
be kept the same.

Lists the variables to be changed

and measured, and considers
variables that need to be kept
the same.

With guidance, identifies the

variables to be changed and
measured. Often does not
identify a variable to be kept the
same.

Does not mentioned variables or

makes incorrect statements
about them.

Provides a clear step-by-step

method, including a list of
materials. Gives a clear,
appropriately labelled diagram
of the set-up where required.

Provides a simple step-by-step

method, including a list of
materials. Gives a simple
diagram of the set-up where
required, with some labels.

With guidance, provides a

simple step-by-step method,
listing materials required. Gives
a simple diagram where
required.

With guidance, provides a

simple step-by-step method, but
omits key steps or materials.

If provided, the method is brief

and unclear.

Identifies potential safety risks.

Identifies ways to use

equipment safely.

Identifies simple ways to use

equipment safely.

Makes a simple comment about

own actions or behaviour and
the importance of working
safely.

Requires support and

monitoring to use equipment
safely. Makes a general remark
about safety, e.g. Be careful!

Constructs an appropriately
titled table to organise and
present a complete set of data.
Uses a title, headings and
appropriate units of
measurement.

Constructs a table to record

observations and results
correctly using familiar units.

Completes a template or
constructs a simple table to
record data, using familiar units,
e.g. centimetres.

Partially records data in a simple

table or a given graphic
organiser, or records some of
the data inaccurately.

Records observations and

results within a given graphic
organiser, but with frequent
errors and omissions.

Constructs a simple graph with

an appropriate title, labels for
axes, incremental scale and
accurate plotting of data.

Constructs a simple graph with

axes labels, with minor errors in
scale and/or plotting of data.

Constructs a simple a graph or

completes a graph template or
graphic organiser.

Partially completes a simple

graph template or graphic
organiser with some omissions
or errors.

Graphs data in an unsuitable or

disorganised format or not all
data is plotted when using a
template.

Science Inquiry Skills

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Draws or selects appropriate

pictorial model to accurately
represent the results. Uses clear
labels and a suitable title which
incorporates the variables.
Adheres to scientific
conventions, e.g. labels do not
intersect. Legends,
magnifications and scales are
included, as applicable.

Draws or selects simple, clearly

labelled and appropriately titled
pictorial models to accurately
represent the results. Adheres
to some scientific conventions,
e.g. uses pencil for scientific
drawing.

Draws or selects simple, titled

and labelled pictorial models to
represent the results, e.g.
photos, drawings, maps.

Uses pictorial models but with

some inaccuracies or key
features omitted.

Provides pictorial models which

are irrelevant, unclear or
disorganised.

Gives clear explanations of the

results with reference to the
data and scientific concept/s.
Identifies trends or patterns.

States whether the results

support the prediction and
provides possible reasons.
Identifies simple trends or
patterns.

States whether the results

support the prediction and gives
possible reasons.

States whether the results

support the prediction without
giving a reason, e.g. Yes it was,
or describes the results without
referring to the prediction.

Make a brief or irrelevant

comment about the results.

Suggests one or more specific,

appropriate improvements to
the investigation, which are
linked to fairness.

Identifies problems experienced

in the investigation and makes
one or more appropriate
suggestions for improving it.

Identifies problems experienced

in the investigation and makes
one or more suggestions for
improving it.

Reflects on problems
experienced in the investigation
and, with guidance, makes one
or more suggestions for
improving it.

Makes limited or irrelevant

suggestions for how to improve
the investigation.