Science
A deeper level of understanding
All of our material is directly linked to topics from the NSW Board of studies. We start with explaining theory, then start with easier questions and move onto exam style questions
A fun learning environment
Our lessons are fun, engaging and relaxed. We encourage group discussions, and students are encouraged to ask as many questions as possible!
What Will You Get?
Personalised Homework Questions
At our tutoring company, we take a personalised approach to homework by tailoring assignments to each student's weaknesses. Every week, they receive a custom booklet filled with practice questions specifically designed to address their individual areas of improvement.
Answer Books
We get you ready from as early as Year 6 to organise your mathematical arguments. In English, we learn how to organise text with paragraphs and sentences, and maths is no different! We teach students how to logically present their work, with our proven answer book system!
Our Proven Lessons Breakdown
15 MIN
We go through any homework related issues, and ensure all students are comfortable.
45 MIN
We teach new material, developing theory, and slowing move up in difficulty until we are answering exam-style questions.
Subject Details
Physical World
There are different forms of energy, which may be transferred and transformed for different purposes.
- observe and/or experience forms of energy, eg feeling heat from a fire, seeing light from a lamp or feeling the vibrations when a musical instrument is played
- recognise forms of energy we use in our home/school, eg heat, light or sound
- identify the sources of energy we use in the home/school, eg electricity, gas or solar
- recognise that the form of energy can change, eg electrical to heat (stove), electrical to sound and light (television) or electrical to light and heat (light globe)
- explore potential risks and the safe use of electrical devices, eg turning off the power point before unplugging a device and not using electrical devices near water
- construct or draw simple circuits
- recognise that electricity cannot flow if the circuit is incomplete, eg when a fuse breaks
Responsible use of energy is important for individuals and society.
- identify why we should reduce our use of energy
- explore ways in which individuals can reduce their use of energy, eg walking or cycling instead of driving, limiting the length of a shower or turning electrical appliances off instead of leaving them on standby
- investigate new technologies and innovations to help reduce the amount of energy used around the home, eg energy-saving light globes, energy ratings on appliances or home insulation
Earth and Space
Features of the Earth
- classify features of their local area according to whether they are natural or man-made, eg buildings, trees and parks
- interact with and/or investigate some natural features of their local area to recognise their purpose, eg rivers used for fishing and swimming
- identify using maps, pictures, interactive media or videos some examples of Australian landforms, eg mountains, deserts, oceans, rivers, lakes, swamps, beaches and sand dunes
- recognise that the Earth is a sphere and is surrounded by air
Changes to the features of the Earth
- describe the effects of droughts and floods on the local landscape
- investigate some changes to features in the local landscape that have occurred by natural processes, eg weathering and erosion by water
- research natural processes in Asia and Australia, eg volcanic activity, tsunamis and earthquakes, using digital technologies or simulation models
- investigate how volcanoes, tsunamis or earthquakes may change or create a landform
Solar system
- identify some components of the solar system, eg planets, moons, stars, meteors and comets
- explore some of the features of our solar system using interactive media, videos, models, visual and graphic resources
- compare some features of different planets in the solar system
- recognise the importance of the sun as a star, which provides heat and light to the Earth
- identify some stars and constellations including the Southern Cross
- explore how Aboriginal and Torres Strait Islander Peoples use the night sky to make decisions about everyday activities, eg food gathering and ceremonies
- compare the sizes of the Earth, sun and moon
The Earth's movement in space
- recognise that the Earth moves around the sun
- identify the time it takes the Earth to travel around the sun (one year)
- identify that night and day are caused by the rotation of the Earth once every 24 hours
- compare the lengths of shadows produced at different times of the day
- identify and sequence the seasons
- compare the timing of the seasons in the Southern and Northern hemispheres
- explore a seasonal calendar used by Aboriginal and Torres Strait Islander Peoples
- recognise that the phases of the moon follow a cycle
Living World
Living World
- group things according to whether they are living or non-living
- recognise living things and non-living things at home, at school and in the community
- recognise the ways that living and non-living things are different, eg growing and reproducing
Features of living things
- Features of living things
- identify a variety of plants and animals in the local environment
- describe characteristics of living things, eg living things grow and change, use food, use water and air, respond to changes and reproduce
- compare the similarities and differences in the needs of living things, eg plants need sunlight and water, animals need food and water
- identify some external features of animals and/or plants
- classify a variety of living things according to their observable features, eg vertebrates (mammals, reptiles, fish, birds) and invertebrates (insects, spiders, snails)
- represent the classification of living things in a variety of ways, eg diagrams and tables
- participate in and/or investigate ways to care for an identified living thing
- identify some micro-organisms in the environment, eg bacteria and viruses
- outline some beneficial and harmful effects that micro-organisms can have on living things, eg contribution to health, production of useful products and disease
- explore ways that Aboriginal and Torres Strait Islander Peoples classify plants or animals
Changes in living things
- recognise that living things have life cycles
- observe changes that occur in a plant and/or animal over time, eg by comparing a living adult with its offspring
- observe the stages in the life cycle of a common animal and/or plant
- represent stages in the life cycle of a common animal and/or plant in a variety of ways
Plants
- observe some structures in plants, eg root, stem and leaf
- appreciate that the structures in a plant serve a specific function, eg the hardness of a stem provides support and transport of water and nutrients, and leaves absorb light and make food
Animals
- recognise some external structures of animals, eg fur, feathers, hard shells, skin and limbs
- communicate the function of some basic external structures of animals, eg limbs are used for moving
- identify some major organs of the body, eg the organs of the skeletal/muscular, circulatory, digestive, respiratory, excretory, reproductive and/or nervous systems
- describe the functions of some major organs of the body
- explore the consequences of damage to an organ or system
- identify factors that are important in maintaining a healthy body, eg exercise and diet
Chemical World
When a chemical change occurs, new substances may be formed.
- observe some types of chemical changes, eg baking a cake, making bread, lighting a sparkler or gas bubbles forming in water
- recognise that some substances change when heated, eg burning magnesium
- recognise that in a chemical change there may be the appearance of a new substance, eg rust forms on iron materials or the disappearance of an original substance, eg acid is added to a piece of chalk
- investigate the requirements for rusting, including oxygen and water from the air
- identify ways to prevent rusting, eg painting or plating
- describe some ways to remove rust from metals, including using sandpaper or soaking in lemon juice
Combustion
- identify common things that burn, eg paper, cardboard, wood and leaves
- recognise that materials change when they burn, eg paper turns to ash
- identify that burning things produce heat and light
- investigate the requirements for combustion, eg fuel, heat and oxygen (air)
- identify safety issues relating to combustion, eg prevention and storage procedures
- recognise highly combustible materials, eg petrol, paint in spray cans or nail polish
Reactions of acids
- distinguish between acids and alkalis by observing the colour change when adding red cabbage juice to a variety of household chemicals, eg vinegar, floor or window cleaner, soap, lemon juice, milk, shampoo, lemonade or soda water
- investigate the reaction of acids, eg the effect of adding vinegar to baking soda
Physical World
There are different forms of energy, which may be transferred and transformed for different purposes.
- observe and/or experience forms of energy, eg feeling heat from a fire, seeing light from a lamp or feeling the vibrations when a musical instrument is played
- recognise forms of energy we use in our home/school, eg heat, light or sound
- identify the sources of energy we use in the home/school, eg electricity, gas or solar
- recognise that the form of energy can change, eg electrical to heat (stove), electrical to sound and light (television) or electrical to light and heat (light globe)
- explore potential risks and the safe use of electrical devices, eg turning off the power point before unplugging a device and not using electrical devices near water
- construct or draw simple circuits
- recognise that electricity cannot flow if the circuit is incomplete, eg when a fuse breaks
Responsible use of energy is important for individuals and society.
- identify why we should reduce our use of energy
- explore ways in which individuals can reduce their use of energy, eg walking or cycling instead of driving, limiting the length of a shower or turning electrical appliances off instead of leaving them on standby
- investigate new technologies and innovations to help reduce the amount of energy used around the home, eg energy-saving light globes, energy ratings on appliances or home insulation
Earth and Space
Features of the Earth
- classify features of their local area according to whether they are natural or man-made, eg buildings, trees and parks
- interact with and/or investigate some natural features of their local area to recognise their purpose, eg rivers used for fishing and swimming
- identify using maps, pictures, interactive media or videos some examples of Australian landforms, eg mountains, deserts, oceans, rivers, lakes, swamps, beaches and sand dunes
- recognise that the Earth is a sphere and is surrounded by air
Changes to the features of the Earth
- describe the effects of droughts and floods on the local landscape
- investigate some changes to features in the local landscape that have occurred by natural processes, eg weathering and erosion by water
- research natural processes in Asia and Australia, eg volcanic activity, tsunamis and earthquakes, using digital technologies or simulation models
- investigate how volcanoes, tsunamis or earthquakes may change or create a landform
Solar system
- identify some components of the solar system, eg planets, moons, stars, meteors and comets
- explore some of the features of our solar system using interactive media, videos, models, visual and graphic resources
- compare some features of different planets in the solar system
- recognise the importance of the sun as a star, which provides heat and light to the Earth
- identify some stars and constellations including the Southern Cross
- explore how Aboriginal and Torres Strait Islander Peoples use the night sky to make decisions about everyday activities, eg food gathering and ceremonies
- compare the sizes of the Earth, sun and moon
The Earth's movement in space
- recognise that the Earth moves around the sun
- identify the time it takes the Earth to travel around the sun (one year)
- identify that night and day are caused by the rotation of the Earth once every 24 hours
- compare the lengths of shadows produced at different times of the day
- identify and sequence the seasons
- compare the timing of the seasons in the Southern and Northern hemispheres
- explore a seasonal calendar used by Aboriginal and Torres Strait Islander Peoples
- recognise that the phases of the moon follow a cycle
Living World
Living World
- group things according to whether they are living or non-living
- recognise living things and non-living things at home, at school and in the community
- recognise the ways that living and non-living things are different, eg growing and reproducing
Features of living things
- Features of living things
- identify a variety of plants and animals in the local environment
- describe characteristics of living things, eg living things grow and change, use food, use water and air, respond to changes and reproduce
- compare the similarities and differences in the needs of living things, eg plants need sunlight and water, animals need food and water
- identify some external features of animals and/or plants
- classify a variety of living things according to their observable features, eg vertebrates (mammals, reptiles, fish, birds) and invertebrates (insects, spiders, snails)
- represent the classification of living things in a variety of ways, eg diagrams and tables
- participate in and/or investigate ways to care for an identified living thing
- identify some micro-organisms in the environment, eg bacteria and viruses
- outline some beneficial and harmful effects that micro-organisms can have on living things, eg contribution to health, production of useful products and disease
- explore ways that Aboriginal and Torres Strait Islander Peoples classify plants or animals
Changes in living things
- recognise that living things have life cycles
- observe changes that occur in a plant and/or animal over time, eg by comparing a living adult with its offspring
- observe the stages in the life cycle of a common animal and/or plant
- represent stages in the life cycle of a common animal and/or plant in a variety of ways
Plants
- observe some structures in plants, eg root, stem and leaf
- appreciate that the structures in a plant serve a specific function, eg the hardness of a stem provides support and transport of water and nutrients, and leaves absorb light and make food
Animals
- recognise some external structures of animals, eg fur, feathers, hard shells, skin and limbs
- communicate the function of some basic external structures of animals, eg limbs are used for moving
- identify some major organs of the body, eg the organs of the skeletal/muscular, circulatory, digestive, respiratory, excretory, reproductive and/or nervous systems
- describe the functions of some major organs of the body
- explore the consequences of damage to an organ or system
- identify factors that are important in maintaining a healthy body, eg exercise and diet
Chemical World
When a chemical change occurs, new substances may be formed.
- observe some types of chemical changes, eg baking a cake, making bread, lighting a sparkler or gas bubbles forming in water
- recognise that some substances change when heated, eg burning magnesium
- recognise that in a chemical change there may be the appearance of a new substance, eg rust forms on iron materials or the disappearance of an original substance, eg acid is added to a piece of chalk
- investigate the requirements for rusting, including oxygen and water from the air
- identify ways to prevent rusting, eg painting or plating
- describe some ways to remove rust from metals, including using sandpaper or soaking in lemon juice
Combustion
- identify common things that burn, eg paper, cardboard, wood and leaves
- recognise that materials change when they burn, eg paper turns to ash
- identify that burning things produce heat and light
- investigate the requirements for combustion, eg fuel, heat and oxygen (air)
- identify safety issues relating to combustion, eg prevention and storage procedures
- recognise highly combustible materials, eg petrol, paint in spray cans or nail polish
Reactions of acids
- distinguish between acids and alkalis by observing the colour change when adding red cabbage juice to a variety of household chemicals, eg vinegar, floor or window cleaner, soap, lemon juice, milk, shampoo, lemonade or soda water
- investigate the reaction of acids, eg the effect of adding vinegar to baking soda
Physical World
There are different forms of energy, which may be transferred and transformed for different purposes.
- observe and/or experience forms of energy, eg feeling heat from a fire, seeing light from a lamp or feeling the vibrations when a musical instrument is played
- recognise forms of energy we use in our home/school, eg heat, light or sound
- identify the sources of energy we use in the home/school, eg electricity, gas or solar
- recognise that the form of energy can change, eg electrical to heat (stove), electrical to sound and light (television) or electrical to light and heat (light globe)
- explore potential risks and the safe use of electrical devices, eg turning off the power point before unplugging a device and not using electrical devices near water
- construct or draw simple circuits
- recognise that electricity cannot flow if the circuit is incomplete, eg when a fuse breaks
Responsible use of energy is important for individuals and society.
- identify why we should reduce our use of energy
- explore ways in which individuals can reduce their use of energy, eg walking or cycling instead of driving, limiting the length of a shower or turning electrical appliances off instead of leaving them on standby
- investigate new technologies and innovations to help reduce the amount of energy used around the home, eg energy-saving light globes, energy ratings on appliances or home insulation
Earth and Space
Features of the Earth
- classify features of their local area according to whether they are natural or man-made, eg buildings, trees and parks
- interact with and/or investigate some natural features of their local area to recognise their purpose, eg rivers used for fishing and swimming
- identify using maps, pictures, interactive media or videos some examples of Australian landforms, eg mountains, deserts, oceans, rivers, lakes, swamps, beaches and sand dunes
- recognise that the Earth is a sphere and is surrounded by air
Changes to the features of the Earth
- describe the effects of droughts and floods on the local landscape
- investigate some changes to features in the local landscape that have occurred by natural processes, eg weathering and erosion by water
- research natural processes in Asia and Australia, eg volcanic activity, tsunamis and earthquakes, using digital technologies or simulation models
- investigate how volcanoes, tsunamis or earthquakes may change or create a landform
Solar system
- identify some components of the solar system, eg planets, moons, stars, meteors and comets
- explore some of the features of our solar system using interactive media, videos, models, visual and graphic resources
- compare some features of different planets in the solar system
- recognise the importance of the sun as a star, which provides heat and light to the Earth
- identify some stars and constellations including the Southern Cross
- explore how Aboriginal and Torres Strait Islander Peoples use the night sky to make decisions about everyday activities, eg food gathering and ceremonies
- compare the sizes of the Earth, sun and moon
The Earth's movement in space
- recognise that the Earth moves around the sun
- identify the time it takes the Earth to travel around the sun (one year)
- identify that night and day are caused by the rotation of the Earth once every 24 hours
- compare the lengths of shadows produced at different times of the day
- identify and sequence the seasons
- compare the timing of the seasons in the Southern and Northern hemispheres
- explore a seasonal calendar used by Aboriginal and Torres Strait Islander Peoples
- recognise that the phases of the moon follow a cycle
Living World
Living World
- group things according to whether they are living or non-living
- recognise living things and non-living things at home, at school and in the community
- recognise the ways that living and non-living things are different, eg growing and reproducing
Features of living things
- Features of living things
- identify a variety of plants and animals in the local environment
- describe characteristics of living things, eg living things grow and change, use food, use water and air, respond to changes and reproduce
- compare the similarities and differences in the needs of living things, eg plants need sunlight and water, animals need food and water
- identify some external features of animals and/or plants
- classify a variety of living things according to their observable features, eg vertebrates (mammals, reptiles, fish, birds) and invertebrates (insects, spiders, snails)
- represent the classification of living things in a variety of ways, eg diagrams and tables
- participate in and/or investigate ways to care for an identified living thing
- identify some micro-organisms in the environment, eg bacteria and viruses
- outline some beneficial and harmful effects that micro-organisms can have on living things, eg contribution to health, production of useful products and disease
- explore ways that Aboriginal and Torres Strait Islander Peoples classify plants or animals
Changes in living things
- recognise that living things have life cycles
- observe changes that occur in a plant and/or animal over time, eg by comparing a living adult with its offspring
- observe the stages in the life cycle of a common animal and/or plant
- represent stages in the life cycle of a common animal and/or plant in a variety of ways
Plants
- observe some structures in plants, eg root, stem and leaf
- appreciate that the structures in a plant serve a specific function, eg the hardness of a stem provides support and transport of water and nutrients, and leaves absorb light and make food
Animals
- recognise some external structures of animals, eg fur, feathers, hard shells, skin and limbs
- communicate the function of some basic external structures of animals, eg limbs are used for moving
- identify some major organs of the body, eg the organs of the skeletal/muscular, circulatory, digestive, respiratory, excretory, reproductive and/or nervous systems
- describe the functions of some major organs of the body
- explore the consequences of damage to an organ or system
- identify factors that are important in maintaining a healthy body, eg exercise and diet
Chemical World
When a chemical change occurs, new substances may be formed.
- observe some types of chemical changes, eg baking a cake, making bread, lighting a sparkler or gas bubbles forming in water
- recognise that some substances change when heated, eg burning magnesium
- recognise that in a chemical change there may be the appearance of a new substance, eg rust forms on iron materials or the disappearance of an original substance, eg acid is added to a piece of chalk
- investigate the requirements for rusting, including oxygen and water from the air
- identify ways to prevent rusting, eg painting or plating
- describe some ways to remove rust from metals, including using sandpaper or soaking in lemon juice
Combustion
- identify common things that burn, eg paper, cardboard, wood and leaves
- recognise that materials change when they burn, eg paper turns to ash
- identify that burning things produce heat and light
- investigate the requirements for combustion, eg fuel, heat and oxygen (air)
- identify safety issues relating to combustion, eg prevention and storage procedures
- recognise highly combustible materials, eg petrol, paint in spray cans or nail polish
Reactions of acids
- distinguish between acids and alkalis by observing the colour change when adding red cabbage juice to a variety of household chemicals, eg vinegar, floor or window cleaner, soap, lemon juice, milk, shampoo, lemonade or soda water
- investigate the reaction of acids, eg the effect of adding vinegar to baking soda
Physical World
There are different forms of energy, which may be transferred and transformed for different purposes.
- observe and/or experience forms of energy, eg feeling heat from a fire, seeing light from a lamp or feeling the vibrations when a musical instrument is played
- recognise forms of energy we use in our home/school, eg heat, light or sound
- identify the sources of energy we use in the home/school, eg electricity, gas or solar
- recognise that the form of energy can change, eg electrical to heat (stove), electrical to sound and light (television) or electrical to light and heat (light globe)
- explore potential risks and the safe use of electrical devices, eg turning off the power point before unplugging a device and not using electrical devices near water
- construct or draw simple circuits
- recognise that electricity cannot flow if the circuit is incomplete, eg when a fuse breaks
Responsible use of energy is important for individuals and society.
- identify why we should reduce our use of energy
- explore ways in which individuals can reduce their use of energy, eg walking or cycling instead of driving, limiting the length of a shower or turning electrical appliances off instead of leaving them on standby
- investigate new technologies and innovations to help reduce the amount of energy used around the home, eg energy-saving light globes, energy ratings on appliances or home insulation
Earth and Space
Features of the Earth
- classify features of their local area according to whether they are natural or man-made, eg buildings, trees and parks
- interact with and/or investigate some natural features of their local area to recognise their purpose, eg rivers used for fishing and swimming
- identify using maps, pictures, interactive media or videos some examples of Australian landforms, eg mountains, deserts, oceans, rivers, lakes, swamps, beaches and sand dunes
- recognise that the Earth is a sphere and is surrounded by air
Changes to the features of the Earth
- describe the effects of droughts and floods on the local landscape
- investigate some changes to features in the local landscape that have occurred by natural processes, eg weathering and erosion by water
- research natural processes in Asia and Australia, eg volcanic activity, tsunamis and earthquakes, using digital technologies or simulation models
- investigate how volcanoes, tsunamis or earthquakes may change or create a landform
Solar system
- identify some components of the solar system, eg planets, moons, stars, meteors and comets
- explore some of the features of our solar system using interactive media, videos, models, visual and graphic resources
- compare some features of different planets in the solar system
- recognise the importance of the sun as a star, which provides heat and light to the Earth
- identify some stars and constellations including the Southern Cross
- explore how Aboriginal and Torres Strait Islander Peoples use the night sky to make decisions about everyday activities, eg food gathering and ceremonies
- compare the sizes of the Earth, sun and moon
The Earth's movement in space
- recognise that the Earth moves around the sun
- identify the time it takes the Earth to travel around the sun (one year)
- identify that night and day are caused by the rotation of the Earth once every 24 hours
- compare the lengths of shadows produced at different times of the day
- identify and sequence the seasons
- compare the timing of the seasons in the Southern and Northern hemispheres
- explore a seasonal calendar used by Aboriginal and Torres Strait Islander Peoples
- recognise that the phases of the moon follow a cycle
Living World
Living World
- group things according to whether they are living or non-living
- recognise living things and non-living things at home, at school and in the community
- recognise the ways that living and non-living things are different, eg growing and reproducing
Features of living things
- Features of living things
- identify a variety of plants and animals in the local environment
- describe characteristics of living things, eg living things grow and change, use food, use water and air, respond to changes and reproduce
- compare the similarities and differences in the needs of living things, eg plants need sunlight and water, animals need food and water
- identify some external features of animals and/or plants
- classify a variety of living things according to their observable features, eg vertebrates (mammals, reptiles, fish, birds) and invertebrates (insects, spiders, snails)
- represent the classification of living things in a variety of ways, eg diagrams and tables
- participate in and/or investigate ways to care for an identified living thing
- identify some micro-organisms in the environment, eg bacteria and viruses
- outline some beneficial and harmful effects that micro-organisms can have on living things, eg contribution to health, production of useful products and disease
- explore ways that Aboriginal and Torres Strait Islander Peoples classify plants or animals
Changes in living things
- recognise that living things have life cycles
- observe changes that occur in a plant and/or animal over time, eg by comparing a living adult with its offspring
- observe the stages in the life cycle of a common animal and/or plant
- represent stages in the life cycle of a common animal and/or plant in a variety of ways
Plants
- observe some structures in plants, eg root, stem and leaf
- appreciate that the structures in a plant serve a specific function, eg the hardness of a stem provides support and transport of water and nutrients, and leaves absorb light and make food
Animals
- recognise some external structures of animals, eg fur, feathers, hard shells, skin and limbs
- communicate the function of some basic external structures of animals, eg limbs are used for moving
- identify some major organs of the body, eg the organs of the skeletal/muscular, circulatory, digestive, respiratory, excretory, reproductive and/or nervous systems
- describe the functions of some major organs of the body
- explore the consequences of damage to an organ or system
- identify factors that are important in maintaining a healthy body, eg exercise and diet
Chemical World
When a chemical change occurs, new substances may be formed.
- observe some types of chemical changes, eg baking a cake, making bread, lighting a sparkler or gas bubbles forming in water
- recognise that some substances change when heated, eg burning magnesium
- recognise that in a chemical change there may be the appearance of a new substance, eg rust forms on iron materials or the disappearance of an original substance, eg acid is added to a piece of chalk
- investigate the requirements for rusting, including oxygen and water from the air
- identify ways to prevent rusting, eg painting or plating
- describe some ways to remove rust from metals, including using sandpaper or soaking in lemon juice
Combustion
- identify common things that burn, eg paper, cardboard, wood and leaves
- recognise that materials change when they burn, eg paper turns to ash
- identify that burning things produce heat and light
- investigate the requirements for combustion, eg fuel, heat and oxygen (air)
- identify safety issues relating to combustion, eg prevention and storage procedures
- recognise highly combustible materials, eg petrol, paint in spray cans or nail polish
Reactions of acids
- distinguish between acids and alkalis by observing the colour change when adding red cabbage juice to a variety of household chemicals, eg vinegar, floor or window cleaner, soap, lemon juice, milk, shampoo, lemonade or soda water
- investigate the reaction of acids, eg the effect of adding vinegar to baking soda
