Australian Curriculum • Year 3 • Science
Year 3 Science Curriculum Australia: What Students Learn and How to Practise
Year 3 Science begins asking students to connect observations with broader explanations. They study living and non-living systems, materials, heat, Earth processes and forces while improving the way they plan, record and communicate investigations.
Move from description to explanation
Students should increasingly answer not only “what happened?” but “why might it have happened?” Encourage comparisons, predictions and evidence. A labelled diagram, data table or short explanation can show much more understanding than a list of memorised definitions.
Use the exact curriculum unit
The Year 3 Science curriculum units organise the subject into precise learning goals. SkillrHub links each one to teaching and practice resources so a learner can review the concept before attempting the worksheet or online questions.
Keep investigations connected to the concept
A practical activity is valuable when students know what they are observing and what evidence matters. Before an activity, ask for a prediction. During it, record observations. Afterwards, compare the result with the prediction and explain what the evidence suggests.
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Australian Curriculum v9
Year 3 Science curriculum codes at a glance
This guide is linked to the exact Australian Curriculum v9 content descriptions used by SkillrHub. There are 12 Year 3 Science curriculum codes in this subject. Use the code list below to move from the broad year-level overview to the exact skill a student is learning.
Biological sciences
AC9S3U01 — Characteristics of living and non-living things and examine the differences...
compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals.
Earth and space sciences
AC9S3U02 — The observable properties of soils, rocks and minerals and investigate...
compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources.
Physical sciences
AC9S3U03 — Sources of heat energy and examine how temperature changes when...
identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another.
Chemical sciences
AC9S3U04 — Investigate the observable properties of solids and liquids and how...
investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state.
Nature and development of science
AC9S3H01 — Examine how people use data to develop scientific explanations
examine how people use data to develop scientific explanations.
Use and influence of science
AC9S3H02 — Consider how people use scientific explanations to meet a need...
consider how people use scientific explanations to meet a need or solve a problem.
Questioning and predicting
AC9S3I01 — Questions to explore observed patterns and relationships and make predictions...
pose questions to explore observed patterns and relationships and make predictions based on observations.
Planning and conducting
AC9S3I02 — Provided scaffolds to plan and conduct investigations to answer questions...
use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment.
AC9S3I03 — Follow procedures to make and record observations, including making formal...
follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate.
Processing, modelling and analysing
AC9S3I04 — Construct and use representations, including tables, simple column graphs and...
construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns.
Evaluating
AC9S3I05 — Findings with those of others, consider if investigations were fair...
compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions.
Communicating
AC9S3I06 — And create texts to communicate findings and ideas for identified...
write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate.
Curriculum descriptions are reproduced from the curriculum data used to organise SkillrHub resources. The Australian Curriculum remains the authority for official wording and scope.
Free-first learning
Try the free resources first
Before committing to another monthly or yearly learning subscription, use the free curriculum-linked resources available for the student’s current topic. Start with the Topic Guide, use Practice, review mistakes and then take the separate Test.
A larger paid question bank or learning program can be useful, but paying for more volume does not guarantee that a student will use it consistently. If the learner is already working through the free resources and still needs extra tutoring, marking, adaptive practice, reporting or more question volume, compare paid options for that specific need.
Free-first check: establish a consistent Learn → Practice → Test routine before deciding whether an additional paid service offers something the learner will genuinely use.