How can you tell they’ve got it: Drawing conclusions from evidence (age 12+)?

If they’ve got it, you’ll see things like: Identifies the pattern or trend in a graph or data table using specific values; Writes a conclusion that references the hypothesis, states whether the prediction was supported, and quotes numerical evidence; Distinguishes between a systematic error (affects all readings in the same direction) and a random error, and proposes a specific procedural improvement to address each. Or just try it together: After finishing an experiment, can your child describe the trend in the results, write a conclusion that says whether their prediction was right (with figures), and suggest one specific improvement that would make the results more reliable — rather than just saying 'do more repeats'?

Science Scientific Inquiry Ages 12–13

Drawing conclusions from evidence (age 12+)

Your child can read the trend in their data and write a conclusion with real figures. They say if their prediction held, and suggest one clear way to improve the test.

In curriculum terms

Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Identifies the pattern or trend in a graph or data table using specific values
Writes a conclusion that references the hypothesis, states whether the prediction was supported, and quotes numerical evidence
Distinguishes between a systematic error (affects all readings in the same direction) and a random error, and proposes a specific procedural improvement to address each

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Try this together

After finishing an experiment, can your child describe the trend in the results, write a conclusion that says whether their prediction was right (with figures), and suggest one specific improvement that would make the results more reliable — rather than just saying 'do more repeats'?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Drawing conclusions from evidenceages 9–11KS3 evaluation extends KS2 reporting of causal relationships and trust in results to formal error analysis

Tables, charts, and graphsages 12–13Drawing quantitative conclusions and identifying systematic errors requires the ability to plot and read graphs correctly

Transferring Skillsages 8–9Identifying patterns in data is a form of the knowledge-transfer skill developed in Learning-to-Learn

Evidence Supporting Ideasages 9–11KS2 evidence evaluation (strong vs weak evidence) underpins KS3 ability to distinguish systematic from random errors

Evidence-Based Writingages 9–11Drawing conclusions that address a hypothesis with reference to evidence mirrors the English skill of drawing evidence from informational texts to support analysis

Seismic Waves & Earth's Interiorages 11–13KS3 drawing conclusions from evidence supports the inference process seismologists use to map Earth's interior from wave data

Drawing conclusions from evidence (age 12+)this skill · ages 12–13

Unlocks

Writing Science Reportsages 13–14Scientific reporting at KS3 requires first being able to draw sound conclusions and evaluate experimental quality

Reconstructing Ancient Ecosystemsages 12–14Cladistic analysis depends on comparative data from dinosaur diversity

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

This skill sits beyond Year 6 in the Australian Curriculum, so no F–6 code is matched. It also sits beyond the NSW K–6 syllabuses. It also sits beyond Level 6 in the Victorian Curriculum.

Nearby on the map

Tables, charts, and graphsages 12–13 Controlling variablesages 11–12 Repeated tests for reliabilityages 11–12 Writing Science Reportsages 13–14

All Scientific Inquiry skills →