Grade 6

Physical science

The purpose of teaching Science in this grade is to promote scientific thinking, scientific aptitude, critical and creative approaches for developing problem solving skills. The learners are introduced to the foundational concepts of both physics and chemistry.



  • The learner develops critical and scientific thinking skills.
  • The learner gains the importance of matter and energy interaction in their surroundings.
  • The learner gains the skills necessary to succeed in inquiry-based and engineering labs.
  • The learner understands the foundational concepts of both physics and chemistry.
  • The learner study topics related to the nature of science and engineering.


  • The learner communicates scientific ideas, arguments, and practical experiences accurately in a variety of ways.
  • The learner develops skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.
  • The learner classifies materials, and processes based on observable properties.
  • The learner begins to analyse recorded data, interpret results and draw inference.
  • The learner poses questions and finds answers through reflection, discussion, designing and performing appropriate activities.


  • The learner incorporates components of life science in everyday life.
  • The learner integrates various concepts of physical science in practical behavior.
  • The learner develops skills necessary to succeed in investigations and engineering labs within the course.
  • The learner learns the general principles of chemistry and physics.
  • The learner identifies the aspects of physical science in everyday life.


  • The learner investigates information and result provided.
  • The learner applies the occurrence of the concept in everyday life.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner evaluates the method, commenting on its reliability and/or validity.
  • The learner discusses and evaluates scientific information from different sources (Internet, newspaper articles, television, scientific texts, and publications) and assess its credibility.


  • The learner formulates a hypothesis and explain it using logical scientific reasoning.
  • The learner explores these major concepts through unique labs based on real-world phenomena.
  • The learner presents scientific information in a variety of formats, acknowledging sources as appropriate.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner constructs models using materials from surroundings and explains their working. 


  • The learner makes efforts to protect the environment.
  • The learner works effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
  • The learner shows respect for themselves and others, and deal responsibly with the living and non-living environment.
  • The learner shows concern for the environment.
  • The learner becomes sensitive towards one’s surrounding and illusion pertaining in it. 


Concept - The learner is able to:

  • identify illusions and reasons on the scientific backdrop;
  • describe factors that affect the consumption of electrical energy and outline an action plan to reduce electrical energy consumption at home, at school, or in the community;
  • recognize various forces and motions acting in the surrounding;
  • measures physical quantities and expresses in standard units;
  • define the problem or research question to be tested by a scientific investigation.

Confidence - The learner is able to:

  • identify materials and their characteristics;
  • elate processes and phenomenon with causes;
  • explain fundamental scientific processes and phenomenon;
  • reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts;
  • identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence. 

Clarity - The learner is able to:

  • draw labeled diagrams, flow charts and concept maps;
  • review information to determine its usefulness, using predetermined criteria;
  • make observations that are relevant to a specific question;
  • explain and apply scientific information to solve problems in familiar and unfamiliar situations;
  • organize and transform data into numerical and diagrammatic forms.

Application - The learner is able to:

  • address aims and objectives of an experiment in an stimulated environment;
  • describe the positive and negative effects of scientific and technological endeavors;
  • analyze and interpret information by identifying trends, patterns, and relationships;
  • observe and describe certain events within the local environment;
  • give appropriate examples for explanation.

Innovation - The learner is able to:

  • create a working and non-working models of the related concept;
  • compare and contrast various attributes of living forms;
  • investigate results explaining patterns in information;
  • create a written plan to answer a specific question;
  • formulate a prediction/hypothesis based on cause and effect relationship. 

Compassion - The learner is able to:

  • demonstrate attitudes and values of honesty and respect for themselves, others, and the shared environment;
  • describe and discuss ways in which science is applied and used to solve local and global problems;
  • appreciate the importance of creativity, accuracy, honesty, and perseverance as scientific and technological habits of mind;
  • frequently and thoughtfully evaluate the potential consequences of their actions;
  • sympathize and empathize towards one’s environment.
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