Foundation Science
Reviewed for Australian Curriculum v9 alignment, Foundation-level suitability, answer accuracy, explanation quality and meaningful question variety.
Skill navigator
Skills are grouped by curriculum strand. Exact Australian Curriculum wording remains available on every card.
Science understanding
observing fruits and vegetables and identifying them as parts of plants such as roots, flowers, fruits or leaves
ExampleA child looks at a plant. Which part is usually green and flat?
observe external features of plants and animals and describe ways they can be grouped based on these features
Science understanding
observing how toys move, and grouping them based on their movement Learning connection: Objects can move in different ways such as rolling, sliding, spinning and…
ExampleA ball turns over and over as it moves across the floor. How is it moving?
describe how objects move and how factors including their size, shape or material influence their movement
Science understanding
observing and manipulating objects to identify the materials they are made of and recognising that some objects are made of more than one type of material Learning…
ExampleA wooden chair has four legs and a seat. What material is named?
recognise that objects can be composed of different materials and describe the observable properties of those materials
Science as a human endeavour
using their senses to make observations and exploring how scientists use their senses as well as equipment to make observations Learning connection: Science often begins…
ExampleA child wants to learn what the edge of a leaf looks like. What should the child do?
explore the ways people make and use observations and questions to learn about the natural world
Science inquiry
posing questions based on experiences, such as: ‘What part of a plant is broccoli?’ or ‘How high do balls bounce?’ Learning connection: A science question asks what we…
ExampleA puddle was big in the morning and smaller after lunch. Which question asks how the puddle might change before home time?
pose questions and make predictions based on experiences
Science inquiry
discussing ways to conduct investigations safely, such as by being sun safe, not running with equipment, not tasting objects or materials, and following teacher…
ExampleA child wants to observe a snail in the garden. What is the safest choice?
engage in investigations safely and make observations using their senses
Science inquiry
using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features Learning connection: We can record…
ExampleWhere should we record if it is sunny, cloudy, or rainy?
represent observations in provided templates and identify patterns with guidance
Science inquiry
revisiting their predictions and with guidance identifying whether their predictions matched their observations Learning connection: After an investigation, compare the…
ExampleThe ice got smaller. What matched?
compare observations with predictions with guidance
Science inquiry
sharing questions, making predictions and describing observations to others through discussions and circle groups Learning connection: Scientists share what they asked…
ExampleYou saw a green leaf. What can you share?
share questions, predictions, observations and ideas with others