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Year 6 · Science · Science understanding

AC9S6U04

compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Science understanding in Year 6.

AC9S6U01

investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions

AC9S6U02

describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length

AC9S6U03

investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors

The same idea, year by year

Where AC9S6U04 comes from and where it goes, for a student working below or above Year 6.

  1. Year 5AC9S5U01examine how particular structural features and behaviours of living things enable their survival in specific habitats
  2. Year 5AC9S5U02describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface
  3. Year 5AC9S5U03identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted
  4. Year 5AC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles
  5. Year 7AC9S7U01investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys
  6. Year 7AC9S7U02use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations
  7. Year 7AC9S7U03model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides
  8. Year 7AC9S7U04investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it
  9. Year 7AC9S7U05use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance
  10. Year 7AC9S7U06use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixtures

Planning against AC9S6U04?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.