Investigating science Stage 6 Syllabus (2017)
Module guides, sample programs, teaching activities, sample assessment tasks, exam questions and general resources to support teachers in preparing programs, units of work and lesson plans.
The Investigating Science Stage 6 Syllabus (2017) course is multidisciplinary and develops students' abilities to engage with scientific processes to investigate personal, community and global scientific issues.
Investigating Science is designed for all students and may be differentiated to suit school contexts. The course promotes active inquiry and the planning and conducting of evidence-based investigations. It provides opportunities for problem-solving and making informed scientific decisions. Students engage in examples and situations that relate to biology, chemistry, earth sciences and physics.
The Investigating Science course is designed to complement the study of other science disciplines and provides additional opportunities for students to develop capability and capacity in critical thinking, problem-solving and develop and communicate evidence-based arguments and make informed decisions.
This 2026 Investigating Science Stage 6 Quick Reference Guide (PDF 259 KB) provides an overview of support available to implement the Investigating Science Stage 6 Syllabus (2017).
Why choose Investigating Science
Investigating Science focuses on the nature and practice of science – what science is and how science is done. Students learn how inquiry is the main route to developing scientific understanding. Scientific knowledge is expressed in the form of models, laws and theories. In addition to inquiry skills, students also develop their critical thinking and reasoning skills to produce evidence-based conclusions.
- Discover the place for Investigating Science in your school with the flyer
‘Investigating Science – Building scientific literacy and STEM readiness (PDF 495 KB) - Use this flyer to promote Investigating Science during subject selection
‘Discover Investigating Science – Explore, experiment, and understand your world’ (PDF 456 KB)
- Watch the ‘Why Investigating Science’ (2:45) video to promote the Investigating Science course during subject selection.
Video – Why Investigating Science (2:45)
'Why Investigating Science' (2:45) can be used to promote the Investigating Science course during subject selection.
[upbeat music]
[Text on screen. What does real science look like?]
Liz Friedewald – Science Teacher, Kingsgrove North High School
Investigating Science really puts the skills at the focus. It's about understanding the process and then applying that process to different scenarios. Maybe you don't need to believe everything that's presented to you without being able to check. And this course really highlights, how do you check? How do you know? How do you know what is true?
[Text on screen. How can you support spot bias or misleading info?]
Recognising bias and recognising where things might be misleading is just skills that are really thoroughly taught in the topics of fact or fallacy. And the kids really learn how to critically analyse.
Scott Hogden – Science Teacher, Ballina Coast High School
Looking critically at the data and understanding patterns and trends. Critical thinking skills is a huge part of understanding evidence through social media or through other outlets.
Student
It definitely makes you think more when you find a piece of information on the internet. You look at it and you just double check and look more in depth into making sure that it is true.
[Text on screen: Why does this help your future?]
Liz
Investigating is really important for students' futures because it develops a real understanding of how the world works. As students become citizens out in the workforce and they need to make decisions and they need to make them quickly.
[Text on screen: How does it connect to everyday life?]
Ricardo Aguiar – Head Teacher Science, Plumpton High School
Investigating science builds on the skills of the scientific process and the inquiry process and problem solving and critical creative thinking.
Students
[Text on screen: What do students actually say about it?]
I would definitely recommend it to other students. It is for everyone's interest in science. More hands-on, you do more practice than in any other class. I would absolutely recommend it. I think it's a fun subject. It's very useful if you want to do other sciences.
Investigating science is a valuable course for anybody who's interested in science. I'd say pick this subject if you're really interested in the whys and the hows of things around you.
Scott
It's a really, really good course for students to take because it boosts their knowledge, boosts their skills. They can take those into their other subjects and it really enhances their ability to do well.
Students
Even if you're not doing another science subject, it can help you in a lot of other, like, humanities subjects because it also talks about collecting data. The reliability and the accuracy, that's very useful when looking at, like, investigating other subjects and conducting research.
Scott
Investigating Science, I think, is just imperative to achieving any sort of success, whether it's academic, whether it's success in business, whether it's success in life and understanding how the world works.
Students, most definitely give it a go. It is something that I think is probably one of the best ways to improve your understanding of the scientific method.
Students, faculties, get on it. It's really good.
[End of transcript]
Module resources Year 11
- Module 1 – depth study sample timeline scaffold (DOCX 45 KB)
- Module 1 – cause and effect observing depth study (DOCX 53 KB)
- Module 1 – observations (DOCX 61 KB)
- Module 1 – observations as evidence (DOCX 344 KB)
- Module 1 – depth study observations pH (DOCX 50 KB)
- Module 1 – role of observations (DOCX 3831 KB)
- Module 1 – student portfolio (DOCX 49 KB)
- Module 1 – peer evaluation (DOCX 45 KB)
- Module 1 – guide (DOCX 2163 KB)
- Module 3 – assessment notification model (DOCX 50 KB)
- Module 4 – depth study (DOCX 54 KB)
- Module 4 – depth study ideas (DOCX 45 KB)
- Module 4 – theories and laws (DOCX 356 KB)
Module resources Year 12
- Module 5 – scientific investigations guide (DOCX 539 KB)
- Module 5 6 and 7 – assessment task fact or fallacy (DOCX 59 KB)
- Module 6 – guide (DOCX 1045 KB)
- Module 6 – assessment oral presentation (DOCX 110 KB)
- Module 6 – technologies unit (DOCX 346 KB)
- Module 7 – guide (DOCX 516 KB)
- Module 7 – fact or fallacy unit (DOCX 3650 KB)
- Module 7 conflicts of interest – focus on writing (DOCX 4481 KB)
- Module 7 conflicts of interest – writing support (PPTX 2633 KB)
- Module 8 – guide (DOCX 532 KB)
- Module 8 – unit plan (DOCX 3443 KB)
- Module 8 – science and society depth study (DOCX 3783 KB)
- Year 12 modules problem set (DOCX 1110 KB)
General resources
- Implementing the Investigating Science syllabus (DOCX 44 KB)
- Evaluating scientific data Stage 4 to 6 (DOCX 6574 KB)
- Evaluating scientific investigation abridged (DOCX 70 KB)
- Indigenous perspectives (DOCX 3787 KB)
- Inspired scientific thinking (DOCX 44 KB)
- Investigation planning sheet (DOCX 44 KB)
- Resource links (DOCX 4108 KB)
- Risk analysis table (DOCX 45 KB)
- Self assessment strategy met not met I noticed (DOCX 53 KB)
- Student reflection science investigations (DOCX 151 KB)
- Working scientifically skills checklist (DOCX 46 KB)