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Course outcomes


The Prescribed Focus Areas are different curriculum emphases or purposes designed to increase students’ understanding of chemistry as an ever-developing body of knowledge, the provisional nature of scientific explanations in chemistry, the complex relationship between evidence and ideas in chemistry and the impact of chemistry on society.

(There is no content developed from the Prescribed Focus Area outcomes.)

P1   A student outlines the historical development of major principles, concepts and ideas in chemistry.

P2   A student applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry.

P3   A student assesses the impact of particular technological advances on understanding in chemistry.


P4   A student describes applications of chemistry which affect society or the environment.

P5   A student describes the scientific principles employed in particular areas of research in chemistry.


P6   A student explains trends and relationships between elements in terms of atomic bonding and structure.

P7   A student describes chemical changes in terms of energy inputs and outputs.

P8   A student describes factors that influence the type and rate of chemical reactions.

P9   A student relates the use of carbon to the unique nature of carbon chemistry.

P10  A student applies simple stoichiometric relationships.


P11  A student identifies and implements improvements to investigation plans.

P12  A student discusses the validity and reliability of data gathered from first-hand investigations and secondary sources.

P13  A student identifies appropriate terminology and reporting styles to communicate information and understanding.

P14  A student draws valid conclusions from gathered data and information.

P15  A student implements strategies to work effectively as an individual or as a member of a team.


(The values and attitudes outcome is to be developed but not assessed.)

P16  A student demonstrates positive values about, and attitudes towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the applications of science.

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