Original source · Published January 2026 · Updated January 2026

Course overview

Rationale

At the core of all scientific endeavour is the inquiry into the nature of the universe. Science uses a systematic way of thinking, involving creative and critical reasoning, in order to acquire better and more reliable knowledge. Scientists recognise that knowledge is not fixed, but is fallible and open to challenge. As such, scientific endeavour is never conducted in isolation, but builds on and challenges an existing body of knowledge in the pursuit of more reliable knowledge. This collaborative process, whereby new knowledge is gained, is essential to the cooperative advancement of science, technology, health and society in the 21st century.

Tertiary study in any field will be aided by the transferable skills developed in this senior Science subject. It is expected that an appreciation of, and respect for, evidence-based conclusions and the processes required to gather, scrutinise and use evidence will be carried forward into all aspects of life beyond the classroom.

The purpose of senior Science subjects in Queensland is to introduce students to a scientific discipline. Students will be required to learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Upon completion of the course, students will have an appreciation for a body of scientific knowledge and the process that is undertaken to acquire this knowledge. They will be able to distinguish between claims and evidence, opinion and fact, and conjecture and conclusions.

In each of the senior Science subjects, students will develop:

Earth & Environmental Science provides opportunities for students to engage with the dynamic interactions in and between four systems: geosphere, hydrosphere, atmosphere and biosphere. In Unit 1, students examine the evidence underpinning theories of the development of Earth systems, their interactions and their components. In Unit 2, students investigate how Earth processes involve interactions of Earth systems and are interrelated through transfers and transformations of energy. In Unit 3, students examine renewable and non-renewable resources, the implications of extracting, using and consuming these resources, and associated management approaches. In Unit 4, students consider how Earth processes and human activity can contribute to Earth hazards, and the ways in which these hazards can be predicted, managed and mitigated to reduce their impact on earth environments.

Earth & Environmental Science aims to develop students':

Syllabus objectives

The syllabus objectives outline what students have the opportunity to learn.

1. Describe ideas and findings.

Students use scientific representations and language in appropriate genres to give a detailed account of scientific phenomena, concepts, theories, models and systems.

2. Apply understanding.

Students use scientific concepts, theories, models and systems within their limitations. They use algebraic, visual and graphical representations of scientific relationships and data to determine unknown scientific quantities or features. They explain phenomena, concepts, theories, models, systems and modifications to methodologies.

3. Analyse data.

Students consider scientific information from primary and secondary sources to identify trends, patterns, relationships, limitations and uncertainty. In qualitative data, they identify the essential elements, features or components. In quantitative data, they use mathematical processes and algorithms. They identify data to support ideas, conclusions or decisions.

4. Interpret evidence.

Students use their understanding of scientific concepts, theories, models and systems and their limitations to draw conclusions and develop scientific arguments. They deduce, extrapolate, infer, justify and make predictions based on their analysis of data.

5. Evaluate conclusions, claims and processes.

Students critically reflect on the available evidence and make judgments about its application to research questions. They extrapolate findings to support or refute claims. They use the quality of the evidence to evaluate the validity and reliability of inquiry processes and suggest improvements and extensions for further investigation.

6. Investigate phenomena.

Students develop rationales and research questions for experiments and investigations. They modify methodologies to collect primary data and select secondary sources. They manage risks, environmental and ethical issues and acknowledge sources of information.

Designing a course of study in Earth & Environmental Science

Syllabuses are designed for teachers to make professional decisions to tailor curriculum and assessment design and delivery to suit their school context and the goals, aspirations and abilities of their students within the parameters of Queensland's senior phase of learning.

The syllabus is used by teachers to develop curriculum for their school context. The term course of study describes the unique curriculum and assessment that students engage with in each school context. A course of study is the product of a series of decisions made by a school to select, organise and contextualise subject matter, integrate complementary and important learning, and create assessment tasks in accordance with syllabus specifications.

It is encouraged that, where possible, a course of study is designed such that teaching, learning and assessment activities are integrated and enlivened in an authentic setting.

Course structure

Earth & Environmental Science is a General senior syllabus. It contains four QCAA-developed units from which schools develop their course of study.

Each unit has been developed with a notional time of 55 hours of teaching and learning, including assessment.

Students should complete Unit 1 and Unit 2 before beginning Units 3 and 4. Units 3 and 4 are studied as a pair.

More information about the requirements for administering senior syllabuses is available in the 'Queensland curriculum' section of the QCE and QCIA policy and procedures handbook.

Curriculum

Senior syllabuses set out only what is essential while being flexible so teachers can make curriculum decisions to suit their students, school context, resources and expertise.

Within the requirements set out in this syllabus and the QCE and QCIA policy and procedures handbook, schools have autonomy to decide:

These decisions allow teachers to develop a course of study that is rich, engaging and relevant for their students.

Assessment

Senior syllabuses set out only what is essential while being flexible so teachers can make assessment decisions to suit their students, school context, resources and expertise.

General senior syllabuses contain assessment specifications and conditions for the assessment instruments that must be implemented with Units 3 and 4. These specifications and conditions ensure comparability, equity and validity in assessment.

Within the requirements set out in this syllabus and the QCE and QCIA policy and procedures handbook, schools have autonomy to decide:

In Unit 1 and Unit 2, schools:

In Units 3 and 4, schools develop three assessments using the assessment specifications and conditions provided in the syllabus.

More information about assessment in senior syllabuses is available in 'The assessment system' section of the QCE and QCIA policy and procedures handbook.

Subject matter

Each unit contains a unit description, unit objectives and subject matter. Subject matter is the body of information, mental procedures and psychomotor procedures (see Marzano & Kendall 2007, 2008) that are necessary for students' learning and engagement with the subject.

Subject matter itself is not the specification of learning experiences but provides the basis for the design of student learning experiences.

Subject matter has a direct relationship with the unit objectives and provides statements of learning that have been constructed in a similar way to objectives.

Aboriginal perspectives and Torres Strait Islander perspectives

The QCAA is committed to reconciliation. As part of its commitment, the QCAA affirms that:

Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-perspectives.

Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been embedded in the subject matter.

Complementary skills

Opportunities for the development of complementary skills have been embedded throughout subject matter. These skills, which overlap and interact with syllabus subject matter, are derived from current education, industry and community expectations and encompass the knowledge, skills, capabilities, behaviours and dispositions that will help students live and work successfully in the 21st century.

These complementary skills are:

It is expected that aspects of literacy, numeracy and 21st century skills will be developed by engaging in the learning outlined in this syllabus. Teachers may choose to create additional explicit and intentional opportunities for the development of these skills as they design the course of study.

Additional subject-specific information

Additional subject-specific information has been included to support and inform the development of a course of study.

Science understanding

The science understanding subject matter in each unit develops students' understanding of the key concepts, models and theories that underpin the subject, and of the strengths and limitations of different models and theories for explaining and predicting complex phenomena. It uses cognitions from Objectives 1–4.

The science understanding subject matter from Units 3 and 4 will be assessed by the external assessment.

Science as a human endeavour (SHE)

Each Queensland senior science subject requires students to learn and apply aspects of the knowledge and skill of the discipline. However, it is recognised that students should also develop an appreciation for the nature and development of science, and its use and influence on society. While this appreciation is not directly assessed, the syllabus provides guidance as to where it may be developed. Importantly, this guidance draws students' attention to the way in which science operates, both in relation to the development of understanding and explanations about the world and to its influence on society.

Students should become familiar with the following SHE concepts:

To support the development of these concepts, this syllabus identifies SHE subject matter in each unit. This highlights opportunities for teachers to contextualise the associated science understanding and science inquiry subject matter and provides stimulus for the development of claims and research questions for investigation.

Additional opportunities include:

Science inquiry

Defining inquiry in science education

In order to support the school's task of aligning their chosen pedagogical framework with the curriculum and assessment expectations outlined in this syllabus, some guidance has been provided in the form of clarification of the use of the term inquiry and the articulation of a framework to describe the process of inquiry. The purpose of this guidance is to prevent misunderstandings and problematic conflations and their subsequent negative impact on student learning. As Abrams, Southerland and Silva (2008, p. xv) stated in their book, Inquiry in the Classroom: Realities and opportunities:

Inquiry in the classroom can be conceived as a complex set of ideas, beliefs, skills, and/or pedagogies. It is evident that attempting to select a singular definition of inquiry may be an insurmountable and fruitless task. Any single definition of inquiry in the classroom would necessarily reflect the thinking of a particular school of thought, at a particular moment in time, or a particular goal, and such a singular definition may serve to limit legitimate and necessary components of science learning. However, operating without a firm understanding of the various forms of inquiry leaves science educators often 'talking past' one another, and often results in very muddled attempts in the classroom [emphasis added].

Uses of the term inquiry

Common phrases involving the term inquiry have been listed below:

This syllabus refers to the first three uses listed above. The first, science inquiry, defines the practical work of a scientist (Harlen 2013). The second, science inquiry skills, refers to the skills required to do the work of a scientist (Harlen 2013). The third, the inquiry process, is a framework that can be used to describe the process of asking a question and then answering it.

The final phrase, inquiry-based learning, refers to a variety of teaching and learning strategies an educator may choose to use within their school's pedagogical framework. Although a school may choose to adopt an inquiry-based pedagogy, this syllabus is not intended to endorse or recommend an inquiry-based learning approach.

Framework to describe the inquiry process

In order to support student engagement in activities involving inquiry, it is useful to establish a common language or framework to distinguish between stages of the process.

The stages involved in any inquiry are:

This framework uses reflection as the connection between, and driver of, all the stages. The progression through the inquiry process requires reflection on the decisions made and any new information that has emerged during the process to inform the next stage. Each stage of the inquiry process is worthy of reflection, the result of which may be the revision of previous stages (Marzano & Kendall 2007).

Science inquiry and science inquiry skills

Science inquiry involves identifying and posing questions and working to answer them. It is concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing valid conclusions and developing evidence-based arguments. It can easily be summarised as the 'work of a scientist' (Hackling 2005).

Within this syllabus, it is expected that students will engage in aspects of the work of a scientist by engaging in scientific inquiry (Tytler 2007). This expectation can be seen, for example, by the inclusion of practicals and investigations in the subject matter, and in the internal assessments for Units 3 and 4.

Science inquiry skills are the skills required to do the work of a scientist. They include writing research questions, planning, conducting, recording information, and reflecting on investigations; processing, analysing and interpreting evidence; evaluating conclusions, processes and claims; and communicating findings (ACARA 2015).

It is expected that students are explicitly taught science inquiry skills (Krajcik et al 2000), a number of which are outlined throughout the syllabus. Some science inquiry skills will be used to complete the listed practicals and investigations. The selection, application and coordination of science inquiry skills will be required in the student experiment and research investigation.

It is the prerogative of the educator to determine how listed practicals and investigations are used as opportunities to:

Science inquiry skills

Throughout the course of study, students will:

Science inquiry subject matter uses cognitions from across all objectives, and is primarily assessed through the internal assessments for Units 3 and 4. To support the development of these science inquiry skills, this syllabus identifies suggested practicals and investigations for each unit. These highlight opportunities for students to directly experience the associated science understanding subject matter and provide stimulus for student experiments and research investigations.

It is expected that approximately five hours of fieldwork will be required to develop the associated science inquiry skills. Fieldwork can allow students to engage in science inquiry by offering authentic real-world learning. It offers students an opportunity to gather primary data to analyse and respond to questions they pose.

Safety and ethics

Workplace health and safety

Earth & Environmental Science is designed to expose students to the practical components of science through practical experiences in the laboratory and the field. These experiences expose students to a variety of hazards, from biological and poisonous substances to injury from equipment. Besides a teacher's duty of care that derives from the Education (General Provisions) Act 2006, there are other legislative and regulatory requirements, for example the Work Health and Safety Act 2011, that will influence the nature and extent of practical work.

All practical work must be organised with student safety in mind. The Department of Education and Training (DET) Policy and Procedure Register (https://ppr.qed.qld.gov.au) provides guidance about current science safety protocols.

It is the responsibility of all schools to ensure that their practices meet current legislation requirements.

Care and use of animals for scientific purposes
Governing principles

The QCAA recognises that school personnel involved in the care and use of animals for scientific purposes have legal obligations under the Animal Care and Protection Act 2001 (the Act). Queensland schools intending to use animals for scientific purposes must apply for and receive animal ethics approval from the Queensland Schools Animals Ethics Committee (QSAEC) prior to conducting these activities. The purpose of the Act is to promote the responsible care and use of animals, provide standards for the care and use of animals, protect animals from unjustifiable, unnecessary or unreasonable pain, and ensure that the use of animals for scientific purposes is accountable, open and responsible.

The Act also requires mandatory compliance with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes 2013 (8th edition), available from the National Health and Medical Research Council's publications website.

It should also be recognised that school personnel and students are not carrying out essential, groundbreaking research. Therefore, standards in schools should be more stringent than those used in universities and research and development organisations.

Separate to the Act and ethical approval, best practice includes referring to the 3Rs principle of animal welfare:

Respect for animals must underpin all decisions and actions involving the care and use of animals. The responsibilities associated with this obligation apply throughout the animal's lifetime, including acquisition, transport, breeding, housing, husbandry and the use of animals in a project. Experiments that require the endpoint as the death of any animal (e.g. lethal dose LD50) are unacceptable.

Animal dissections

There is no requirement for students to witness or carry out a dissection of any animal, invertebrate or vertebrate in this course. If animal dissections are chosen by the teacher as an important educational experience, the 3Rs principle of animal welfare should be applied (i.e. replacement, refinement and reduction — see above for more information). Teachers should always discuss the purpose of the dissection and allow any student, without requirement for explanation, to opt out if they wish. Teachers should be respectful of the variety of reasons students may have for choosing not to participate.

Strategies for retaining and recalling information for assessment

The following practices[^1] can support preparation for senior assessment in Earth & Environmental Science.

The spacing effect

The spacing effect draws on research about forgetting and learning curves. By recalling and revisiting information at intervals, rather than at the end of a study cycle, students remember a greater percentage of the information with a higher level of accuracy. Exposing students to information and materials numerous times over multiple spaced intervals solidifies long-term memory, positively affecting retention and recall.

Teachers should plan teaching and learning sequences that allow time to revisit previously taught information and skills at several intervals. These repeated learning opportunities also provide opportunities for teachers to provide formative feedback to students.

The retrieval effect

The retrieval effect helps students to practise remembering through quick, regular, low-stakes questioning or quizzes that exercise their memories and develop their ability to engage in the deliberate act of recalling information. This has been shown to be more effective at developing long-term memories than activities that require students to search through notes or other resources.

Students may see an inability to remember as an obstacle, but they should be encouraged to understand that this is an opportunity for learning to take place. By trying to recall information, students exercise or strengthen their memory and may also identify gaps in their learning. The more difficult the retrieval practice, the better it can be for long-term learning.

Interleaving

Interleaving involves interspersing the concepts, categories, skills or types of questions that students focus on in class or revision. This is in contrast to blocking, in which these elements are grouped together in a block of time. For example, for concepts A, B and C:

Studies have found that interleaving in instruction or revision produces better long-term recall of subject matter. Interleaving also ensures that spacing occurs, as instances of practice are spread out over time.

Additionally, because exposure to one concept is interleaved with exposure to another, students have more opportunities to distinguish between related concepts. This highlighting of differences may explain why studies have found that interleaving enhances inductive learning, where participants use exemplars to develop an understanding of broader concepts or categories. Spacing without interleaving does not appear to benefit this type of learning.

Interleaving can seem counterintuitive — even in studies where interleaving enhanced learning, participants often felt that they had learnt more with blocked study. Despite this, their performance in testing indicated greater learning through the interleaving approach.

[^1]: Based on Agarwal, Roediger, McDaniel & McDermott (2020); Birnbaum, Kornell, Ligon Bjork & Bjork (2013); Carpenter & Agarwal (2020); Chen, Paas & Sweller (2021); Ebbinghaus (1885); Rohrer (2012); Taylor & Rohrer (2010).

Reporting

General information about determining and reporting results for senior syllabuses is provided in the 'Determining and reporting results' section of the QCE and QCIA policy and procedures handbook.

Reporting standards

Reporting standards are summary statements that describe typical performance at each of the five levels (A–E).

A

The student accurately describes a variety of concepts, theories, models and systems, and their limitations. They give clear and detailed accounts of a variety of concepts, theories, models and systems by making relationships, reasons or causes evident. The student communicates effectively by using scientific representations and language accurately and concisely within appropriate genres. They efficiently collect, collate and process relevant evidence.

The student accurately applies their understanding of scientific concepts, theories, models and systems within their limitations to explain a variety of phenomena, and predict outcomes, behaviours and implications. They accurately use representations of scientific relationships and data to determine a variety of unknown scientific quantities and perceptively recognise the limitations of models and theories when discussing results.

The student analyses systematically and effectively by identifying the essential elements, features or components of qualitative data. They use relevant mathematical processes to appropriately identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence insightfully by using their knowledge and understanding to draw justified conclusions based on their thorough analysis of evidence and established criteria.

The student critically evaluates conclusions, claims and processes by insightfully scrutinising evidence, extrapolating credible findings, and discussing the reliability and validity of experiments. They investigate phenomena by carrying out effective experiments and research investigations.

B

The student accurately describes concepts, theories, models and systems, and their limitations. They give clear and detailed accounts of concepts, theories, models and systems by making relationships, reasons or causes evident. The student communicates accurately by using scientific representations and language within appropriate genres to present information. They collect, collate and process relevant evidence.

The student accurately applies their understanding of scientific concepts, theories, models and systems within their limitations to explain phenomena and predict outcomes, behaviours and implications. They accurately use representations of scientific relationships and data to determine unknown scientific quantities, and accurately recognise the limitations of models and theories when discussing results.

The student analyses effectively by identifying the essential elements, features or components of qualitative data. They use mathematical processes to appropriately identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence by using their knowledge and understanding to draw reasonable conclusions based on their accurate analysis of evidence and established criteria.

The student evaluate processes, claims and conclusions by scrutinising evidence, applying relevant findings and discussing the reliability and validity of experiments. They investigate phenomena by carrying out effective experiments and research investigations.

C

The student describes concepts, theories, models and systems, and their limitations. They give detailed accounts of concepts, theories, models and systems by making relationships, reasons or causes evident. The student communicates using scientific representations and language within appropriate genres to present information. They collect, collate and process evidence.

The student applies their understanding of scientific concepts, theories, models and systems within their limitations to explain phenomena and predict outcomes, behaviours and implications. They use representations of scientific relationships and data to determine unknown scientific quantities and recognise the limitations of models and theories when discussing results.

The student analyses by identifying the essential elements, features or components of qualitative data. They use mathematical processes to identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence by using their knowledge and understanding to draw conclusions based on their analysis of evidence and established criteria.

The student evaluates processes, claims and conclusions by describing the quality of evidence, applying findings, and describing the reliability and validity of experiments. They investigate phenomena by carrying out experiments and research investigations.

D

The student describes and gives accounts of aspects of concepts, theories, models and systems. The student uses scientific representations or language to present information.

They use rudimentary representations of scientific relationships or data to determine unknown scientific quantities or variables.

The student analyses by identifying the elements, features or components of qualitative data. They use parts of mathematical processes to identify trends, patterns, relationships, limitations or uncertainty in quantitative data. They interpret evidence by drawing conclusions based on evidence or established criteria.

The student considers the quality of evidence and conclusions and discusses processes, claims or conclusions. They carry out aspects of experiments and research investigations.

E

The student describes scenarios and communicates by referring to representations of information. They discuss physical phenomena and evidence. They follow established methodologies in research situations. They discuss evidence.

The student carries out elements of experiments and research investigations.

Determining and reporting results

Unit 1 and Unit 2

Schools make judgments on individual assessment instruments using a method determined by the school. They may use the reporting standards or develop an instrument-specific marking guide (ISMG). Marks are not required for determining a unit result for reporting to the QCAA.

The unit assessment program comprises the assessment instrument/s designed by the school to allow the students to demonstrate the unit objectives. The unit judgment of A–E is made using reporting standards.

Schools report student results for Unit 1 and Unit 2 to the QCAA as satisfactory (S) or unsatisfactory (U). Where appropriate, schools may also report a not rated (NR).

Units 3 and 4

Schools mark each of the three internal assessment instruments implemented in Units 3 and 4 using ISMGs.

Schools report a provisional mark by criterion to the QCAA for each internal assessment.

Once confirmed by the QCAA, these results will be combined with the result of the external assessment developed and marked by the QCAA.

The QCAA uses these results to determine each student's subject result as a mark out of 100 and as an A–E.

Units

Unit 1: Introduction to Earth systems

In Unit 1, students explore the ways Earth and environmental science describes and explains Earth processes and phenomena that occur in different Earth systems and how they are interrelated. An understanding of Earth processes is essential to appreciate the significance of Earth's four systems: geosphere, atmosphere, hydrosphere and biosphere. Students investigate phenomena associated with Earth systems and processes. They examine relevant concepts, models, principles and theories to analyse common past and present Earth features, processes and phenomena.

Contexts that could be investigated include local, regional or global Earth features, processes and phenomena. Through the investigation of these contexts, students can explore ways to predict future changes to the geosphere, atmosphere, hydrosphere and biosphere; provide advice about ways to mitigate the effect of human-induced change; explore ways in which science knowledge interacts with social, economic, cultural and ethical factors; and describe and explain complex models of Earth's interior.

Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of different Earth features and processes, phenomena, systems and their interactions. Collaborative experimental work will also help students to develop communication, interaction, and self-management skills. Throughout the unit, students develop skills in investigating phenomena, analysing and interpreting primary and secondary data, and making decisions that describe and explain Earth systems.

Unit objectives

  1. Describe ideas and findings about Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.
  2. Apply understanding of Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.
  3. Analyse data about Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.
  4. Interpret evidence about Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.
  5. Evaluate processes, claims and conclusions about Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.
  6. Investigate phenomena associated with Earth systems and models and the development of the geosphere, atmosphere, hydrosphere and biosphere.

Subject matter

Topic 1: Earth systems and models (4 hours)

Science understanding

Natural systems:

Science as a human endeavour

Topic 2: Development of the geosphere (24 hours)

Science understanding

Uniformitarianism:

Stratigraphy and fossil records:

Radioactive dating:

Interior structure of Earth:

Rocks and minerals:

Soil formation and classification:

Science as a human endeavour
Science inquiry

Topic 3: Development of the atmosphere and hydrosphere (6 hours)

Science understanding

Hydrosphere:

Atmosphere:

Science as a human endeavour
Science inquiry

Topic 4: Development of the biosphere (11 hours)

Science understanding

Origin of the biosphere:

Characteristics of the biosphere:

Biosphere past to present:

Science as a human endeavour
Science inquiry

Unit 2: Earth processes — energy transfers and transformations

In Unit 2, students explore the ways Earth and environmental science is used to describe and explain energy transfer and transformation in Earth systems. An understanding of the movement of energy between systems is essential to appreciate the importance of energy to control processes below and above Earth's surface. Students conduct experiments and investigate different modes of energy transfer within systems, and use models to predict the characteristics of systemic ocean currents, different sources of energy, and how greenhouse gases reflect or scatter infrared radiation leading to the greenhouse effect. They examine synoptic charts, satellite images and climatic data to analyse primary data to make predictions about weather patterns.

Contexts that could be investigated include weather prediction, energy for human consumption and transfer and transformation of energy in oceans. Through the investigation of these contexts, students may explore the importance of accurate weather predictions to the public and private sector to provide severe weather warnings and to inform decision-making in aviation and marine industries, as well as agriculture and forestry. They also explore the importance of environmentally friendly energy sources and the significance of photosynthesis for primary production in marine environments.

Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of energy transfer and transformation in Earth systems. Collaborative experimental work also helps students to develop communication, interaction, character and management skills. Throughout the unit, students develop skills in collecting, analysing and interpreting primary and secondary data on Earth processes and applying secondary data to explore ways to predict future changes to the different Earth systems and provide advice about ways to mitigate the effect of human-induced change.

Unit objectives

  1. Describe ideas and findings about energy for Earth, atmospheric, hydrologic and biogeochemical processes.
  2. Apply understanding of energy for Earth, atmospheric, hydrologic and biogeochemical processes.
  3. Analyse data about energy for Earth, atmospheric, hydrologic and biogeochemical processes.
  4. Interpret evidence about energy for Earth, atmospheric, hydrologic and biogeochemical processes.
  5. Evaluate processes, claims and conclusions about energy for Earth, atmospheric, hydrologic and biogeochemical processes.
  6. Investigate phenomena associated with energy for Earth, atmospheric, hydrologic and biogeochemical processes.

Subject matter

Topic 1: Energy for Earth processes (11 hours)

Science understanding

Energy:

Energy and the water cycle:

Energy and Earth's core:

Science as a human endeavour
Science inquiry

Topic 2: Energy for atmospheric and hydrologic processes (20 hours)

Science understanding

Solar energy:

Thermal radiation and the greenhouse effect:

Atmospheric circulation:

Ocean currents:

Weather and climate:

Science as a human endeavour
Science inquiry

Topic 3: Energy for biogeochemical processes (14 hours)

Science understanding

Net primary production:

Ecosystem carrying capacity:

Biogeochemical cycling:

Carbon cycle:

Science as a human endeavour
Science inquiry

Unit 3: Living on Earth — extracting, using and managing Earth resources

In Unit 3, students explore the ways Earth and environmental science is used to describe and explain differences between renewable and non-renewable Earth resources and how their extraction, use, consumption and disposal affect Earth systems. An understanding of Earth resources is essential to appreciate the need for sustainable sources to maintain quality of everyday life, balanced with the need to limit the effect that extraction and use will have on different Earth systems. Students conduct experiments and investigations about Earth resources. They examine case studies to analyse secondary data and make decisions about the viability of using renewable and non-renewable Earth resources using an 'ecological footprint'.

Contexts that could be investigated in this unit include technologies of extraction, non-renewable and renewable Earth resources at a regional and global level, and overfishing of marine resources. Through investigating these contexts, students may explore how the rate of extraction and other environmental factors affect the quality and availability of renewable and non-renewable resources, including water, energy resources and biota, and the importance of monitoring and modelling to manage these resources at local, regional and global scales.

Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of renewable and non-renewable Earth resources. Collaborative experimental work also helps students to develop communication, interaction, character and management skills. Throughout the unit, students develop skills in collecting, analysing and interpreting primary and secondary data on Earth resources and applying secondary data to explore ways to describe and explain decisions relating to environmental and social implications of extracting, using and managing Earth resources.

Unit objectives

  1. Describe ideas and findings about the use of renewable and non-renewable resources.
  2. Apply understanding of the use of renewable and non-renewable resources.
  3. Analyse data about the use of renewable and non-renewable resources.
  4. Interpret evidence about the use of renewable and non-renewable resources.
  5. Evaluate processes, claims and conclusions about the use of renewable and non-renewable resources.
  6. Investigate phenomena associated with the use of renewable and non-renewable resources.

Subject matter

Topic 1: Use of non-renewable Earth resources (22 hours)

Science understanding

The following subject matter can be assessed in the external assessment.

Formation and location of non-renewable mineral and energy resources:

Exploration of mineral and energy resources:

Extraction, separation and processing of mineral and energy resources:

Environmental monitoring and management:

Science as a human endeavour

The following subject matter may be assessed in the internal assessments.

Science inquiry

The following subject matter may be assessed in the internal assessments.

Topic 2: Use of renewable Earth resources (23 hours)

Science understanding

The following subject matter can be assessed in the external assessment.

Renewable resources:

Ecosystems:

Availability of fresh water:

Sustainable harvesting of biota:

Science as a human endeavour

The following subject matter may be assessed in the internal assessments.

Science inquiry

The following subject matter may be assessed in the internal assessments.

Unit 4: The changing Earth — the cause and impact of Earth hazards

In Unit 4, students explore the ways Earth and environmental science is used to describe and explain the cause and effect of naturally occurring Earth hazards and the ways they are affected by Earth systems. An understanding of the causes of naturally occurring hazards is essential to appreciate their impacts and the development of management and mitigation strategies. Students design and conduct experiments and investigations to collect primary and secondary data about Earth hazards and associated processes and techniques. They examine ways in which human activities can contribute to the frequency, magnitude and intensity of Earth hazards. This unit focuses on the timescales at which the effects of natural and human-induced change are apparent, and ways in which scientific data is used to provide strategic direction for the mitigation of Earth hazards and environmental management decisions.

Contexts that could be investigated in this unit include human activities and technology in agriculture and climate change. Through the investigation of these contexts, students may explore decisions about actions to mitigate hazards that will depend on the perception of risk by individuals, communities, governments and international agencies, and reflect their social, economic and ethical values.

Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of the cause and effect of naturally occurring Earth hazards. Collaborative experimental work also helps students to develop communication, interaction, and self-management skills.

Throughout the unit, students develop skills in collecting, analysing and interpreting primary and secondary data on Earth hazards and applying secondary data to explore ways to predict future changes to the different Earth systems and provide advice about ways to mitigate the effect of human-induced change.

Unit objectives

  1. Describe ideas and findings about the cause and impact of Earth hazards and global climate change.
  2. Apply understanding of the cause and impact of Earth hazards and global climate change.
  3. Analyse data about the cause and impact of Earth hazards and global climate change.
  4. Interpret evidence about the cause and impact of Earth hazards and global climate change.
  5. Evaluate processes, claims and conclusions about the cause and impact of Earth hazards and global climate change.
  6. Investigate phenomena associated with the cause and impact of Earth hazards and global climate change.

Subject matter

Topic 1: The cause and impact of Earth hazards (22 hours)

Science understanding

The following subject matter can be assessed in the external assessment.

Earth hazards and plate tectonic processes:

Predicting Earth hazards:

Effects of cyclones, flood events and droughts:

Natural hazards:

Science as a human endeavour

The following subject matter may be assessed in the internal assessments.

Science inquiry

The following subject matter may be assessed in the internal assessments.

Topic 2: The cause and impact of global climate change (23 hours)

Science understanding

The following subject matter can be assessed in the external assessment.

Contributions to climate changes:

The effect of human activities on atmosphere and climatic conditions:

Impacts of climate change:

Paleoclimates:

Climate models:

Science as a human endeavour

The following subject matter may be assessed in the internal assessments.

Science inquiry

The following subject matter may be assessed in the internal assessments.

Assessment

Internal assessment 1: Data test (10%)

Students respond to items using qualitative data and/or quantitative data derived from practicals, activities or case studies relevant to Unit 3 subject matter.

Assessment objectives

  1. Apply understanding of use of renewable or non-renewable resources to given algebraic, visual or graphical representations of scientific relationships and data to determine unknown scientific quantities or features.
  2. Analyse data about use of renewable or non-renewable resources to identify trends, patterns, relationships, limitations or uncertainty in datasets.
  3. Interpret evidence about use of renewable or non-renewable resources to draw conclusions based on analysis of datasets.

Specifications

The teacher provides an examination that may ask students to respond using:

Question specifications

The examination must be aligned to the specifications provided in the table below.

Focus of question Mark allocation (± 2%) Objective In these questions, students:
Unknown scientific quantities or features of datasets ~30% 2 calculate using algorithms, determine, identify, use
Trends, patterns, relationships, limitations or uncertainty in datasets ~30% 3 categorise, classify, compare, contrast, identify, organise, sequence
Conclusions based on analysis of datasets ~40% 4 deduce, determine, draw (a conclusion), extrapolate, infer, interpolate, justify, predict

Stimulus specifications

The teacher provides unseen stimulus that:

Conditions

Mark allocation

Criterion Assessment objectives Marks
Data test 2, 3, 4 10
Total marks 10

Instrument-specific marking guide (IA1)

Data test Cut-off Marks
Consistent demonstration, across a range of scenarios, of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct and appropriate use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >90% 10
Consistent demonstration of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >80% 9
Consistent demonstration of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >70% 8
Consistent demonstration of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >60% 7
Adequate demonstration of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >50% 6
Adequate demonstration of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual and graphical representations of scientific relationships and data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations and uncertainty
• correct interpretation of evidence to draw valid conclusions		 >40% 5
Demonstration of elements of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual or graphical representations of scientific relationships or data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations or uncertainty
• correct interpretation of evidence to draw valid conclusions		 >30% 4
Demonstration of elements of:
• selection and correct application of scientific concepts, theories, models and systems to predict outcomes, behaviours and implications
• correct calculation of quantities through the use of algebraic, visual or graphical representations of scientific relationships or data
• correct use of analytical techniques to correctly identify trends, patterns, relationships, limitations or uncertainty
• correct interpretation of evidence to draw valid conclusions		 >20% 3
Demonstration of elements of:
• application of scientific concepts, theories, models or systems to predict outcomes, behaviours or implications
• calculation of quantities through the use of algebraic or graphical representations of scientific relationships and data
• use of analytical techniques to identify trends, patterns, relationships, limitations or uncertainty
• interpretation of evidence to draw conclusions.		 >10% 2
Demonstration of elements of:
• application of scientific concepts, theories, models or systems to predict outcomes, behaviours or implications
• calculation of quantities through the use of algebraic or graphical representations of scientific relationships and data
• use of analytical techniques to identify trends, patterns, relationships, limitations or uncertainty
• interpretation of evidence to draw conclusions.		 >1% 1
The student response does not match any of the descriptors above. ≤1% 0

Internal assessment 2: Student experiment (20%)

Students modify (i.e. refine, extend or redirect) an experiment relevant to Unit 3 subject matter to address their own related hypothesis or question. This assessment provides opportunities to assess science inquiry skills.

Assessment objectives

  1. Describe ideas and experimental findings about the use of renewable or non-renewable resources.
  2. Apply understanding of the use of renewable or non-renewable resources to modify experimental methodologies and process data.
  3. Analyse experimental data about the use of renewable or non-renewable resources.
  4. Interpret experimental evidence about the use of renewable or non-renewable resources.
  5. Evaluate experimental processes and conclusions about the use of renewable or non-renewable resources.
  6. Investigate phenomena associated with the use of renewable or non-renewable resources.

Specifications

This task requires students to:

Scientific inquiry is a non-linear, iterative process. Students will not necessarily complete these steps in the stated order; some steps may be repeated or revisited.

It is recommended that this task is designed so that students can develop a response in approximately 10 hours of class time.

Conditions

Response requirements

One of the following:

Mark allocation

Criterion Assessment objectives Marks
Forming 1, 2, 6 5
Finding 1, 6 5
Analysing 2, 3 5
Interpreting and Evaluating 4, 5 5
Total marks 20

Instrument-specific marking guide (IA2)

Forming

The student response has the following characteristics: Marks
• a considered rationale for the experiment
• justified modifications to the methodology
• a specific and relevant research question
• a methodology that enables the collection of sufficient and relevant data
• appropriate use of genre and referencing conventions		 4–5
• a reasonable rationale for the experiment
• feasible modifications to the methodology
• a relevant research question
• a methodology that enables the collection of relevant data
• use of basic genre and referencing conventions		 2–3
• a vague or irrelevant rationale for the experiment
• inappropriate modifications to the methodology
• an inappropriate research question
• a methodology that causes the collection of insufficient and irrelevant data
• inadequate use of genre and referencing conventions.		 1
The student response does not match any of the descriptors above. 0

Finding

The student response has the following characteristics: Marks
• considered management of risks/ethical issues/environmental issues
• collection of sufficient and relevant raw data
• fluent and concise use of scientific language and representations		 4–5
• management of risks/ethical issues/environmental issues
• collection of relevant raw data
• competent use of scientific language and representations		 2–3
• inadequate management of risks/ethical issues/environmental issues
• collection of insufficient and irrelevant raw data
• simplistic use of language and representations.		 1
The student response does not match any of the descriptors above. 0

Analysing

The student response has the following characteristics: Marks
• correct and relevant processing of data
• thorough identification of relevant trends/patterns/relationships
• thorough and appropriate identification of the uncertainty and limitations of evidence		 4–5
• basic processing of data
• identification of obvious trends/patterns/relationships
• basic identification of uncertainty and/or limitations of evidence		 2–3
• incorrect or irrelevant processing of data
• identification of incorrect or irrelevant trends/patterns/relationships
• incorrect or insufficient identification of uncertainty and limitations of evidence.		 1
The student response does not match any of the descriptors above. 0

Interpreting and Evaluating

The student response has the following characteristics: Marks
• justified conclusion/s linked to the research question
• justified discussion of the reliability and validity of the experimental process
• suggested improvements and extensions to the experiment that are logically derived from the analysis of evidence		 4–5
• reasonable conclusion/s relevant to the research question
• reasonable description of the reliability and/or validity of the experimental process
• suggested improvements and/or extensions to the experiment that are related to the analysis of evidence		 2–3
• inappropriate or irrelevant conclusion/s
• cursory or simplistic statements about the reliability and validity of the experimental process
• ineffective or irrelevant suggestions.		 1
The student response does not match any of the descriptors above. 0

Internal assessment 3: Research investigation (20%)

Students gather evidence related to a research question to evaluate a claim relevant to Unit 4 subject matter. This assessment provides opportunities to assess science inquiry skills and science as a human endeavour (SHE) subject matter.

Assessment objectives

  1. Describe ideas and findings about the cause and impact of Earth hazards or global climate change.
  2. Apply understanding of the cause and impact of Earth hazards or global climate change to develop research questions.
  3. Analyse research data about the cause and impact of Earth hazards or global climate change.
  4. Interpret research evidence about the cause and impact of Earth hazards or global climate change.
  5. Evaluate research processes, claims and conclusions about the cause and impact of Earth hazards or global climate change.
  6. Investigate phenomena associated with the cause and impact of Earth hazards or global climate change through research.

Specifications

This task requires students to:

Scientific inquiry is a non-linear, iterative process. Students will not necessarily complete these steps in the stated order; some steps may be repeated or revisited.

Evidence must be obtained by researching scientifically credible sources, such as:

It is recommended that this task is designed so that students can develop a response in approximately 10 hours of class time.

Conditions

Response requirements

One of the following:

Mark allocation

Criterion Assessment objectives Marks
Forming and Finding 1, 2, 6 5
Analysing 3 5
Interpreting 1, 4 5
Evaluating 5 5
Total marks 20

Instrument-specific marking guide (IA3)

Forming and Finding

The student response has the following characteristics: Marks
• a considered rationale identifying clear development of the research question from the claim
• a specific and relevant research question
• selection of sufficient and relevant sources
• appropriate use of genre conventions
• acknowledgment of sources of information through appropriate use of referencing conventions		 4–5
• a reasonable rationale that links the research question and the claim
• a relevant research question
• selection of relevant sources
• use of basic genre conventions
• use of basic referencing conventions		 2–3
• a vague or irrelevant rationale for the investigation
• an inappropriate research question
• selection of insufficient or irrelevant sources
• inadequate use of genre conventions
• inadequate acknowledgment of sources.		 1
The student response does not match any of the descriptors above. 0

Analysing

The student response has the following characteristics: Marks
• the identification of sufficient and relevant evidence
• thorough identification of relevant trends/patterns/relationships in evidence
• thorough and appropriate identification of limitations of evidence		 4–5
• the identification of relevant evidence
• identification of obvious trends/patterns/relationships in evidence
• basic identification of limitations of evidence		 2–3
• the identification of insufficient and irrelevant evidence
• identification of incorrect or irrelevant trends/patterns/relationships in evidence
• incorrect or insufficient identification of limitations of evidence.		 1
The student response does not match any of the descriptors above. 0

Interpreting

The student response has the following characteristics: Marks
• justified scientific argument/s
• justified conclusion linked to the research question
• fluent and concise use of scientific language/representations		 4–5
• reasonable scientific argument/s
• reasonable conclusion relevant to the research question
• competent use of scientific language/representations		 2–3
• inappropriate or irrelevant argument/s
• inappropriate or irrelevant conclusion
• incorrect use of language/representations.		 1
The student response does not match any of the descriptors above. 0

Evaluating

The student response has the following characteristics: Marks
• justified discussion of the quality of evidence
• extrapolation of credible findings of the research to the claim
• suggested improvements and extensions to the investigation that are considered and relevant to the claim		 4–5
• reasonable description of the quality of evidence
• application of relevant findings of the research to the claim
• suggested improvements and/or extensions to the investigation that are relevant to the claim		 2–3
• cursory or simplistic statements about the quality of evidence
• application of insufficient or inappropriate findings of the research to the claim
• ineffective or irrelevant suggestions.		 1
The student response does not match any of the descriptors above. 0

External assessment: Examination — combination response (50%)

External assessment is developed and marked by the QCAA. The external assessment in Earth & Environmental Science is common to all schools and administered under the same conditions, at the same time, on the same day.

Assessment objectives

  1. Describe ideas and findings about use of renewable and non-renewable resources and the cause and impact of Earth hazards and global climate change.
  2. Apply understanding of use of renewable and non-renewable resources and the cause and impact of Earth hazards and global climate change.
  3. Analyse data about use of renewable and non-renewable resources and the cause and impact of Earth hazards and global climate change to identify trends, patterns, relationships, limitations or uncertainty.
  4. Interpret evidence about use of renewable and non-renewable resources and the cause and impact of Earth hazards and global climate change to draw conclusions based on analysis.

Specifications

This examination:

Conditions

Paper 1:

Paper 2:

Glossary

The syllabus glossary is available at www.qcaa.qld.edu.au/downloads/senior-qce/common/snr_glossary_cognitive_verbs.pdf.

References

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Version history

Version Date of change Information
1.0 January 2024 Released for familiarisation and planning (with implementation starting in 2025)
1.1 July 2024 Released for implementation with minor updates
1.2 October 2024 ISBN removed and minor updates
1.3 January 2026 File metadata changes to support new Syllabuses application functionality