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• VCSIS083

  With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks

  Elaborations

  • following a given procedure to design an experimental or field investigation
  • experiencing a range of ways of investigating questions, including experimental testing, creating models, internet research, field observations, simulations and trial and error methods
  • discussing the advantages and disadvantages of certain types of investigation for answering certain types of questions
  • discussing possible hazards involved in conducting investigations, and how these risks can be reduced

  VCSIS083 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCSIS111

  Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions

  Elaborations

  • identifying data that provides evidence to support or refute the hypothesis being tested
  • drawing conclusions based on a range of evidence including from primary and secondary sources

  VCSIS111 | Science | Levels 7 and 8 | Science Inquiry Skills | Analysing and evaluating

• VCSIS051

  Participate in guided investigations, including making observations using the senses, to explore and answer questions

  Elaborations

  • safely using sight, hearing, touch, taste and smell so that students can gather information about the world around them
  • manipulating objects and materials and making observations of the results
  • exploring how musical instruments can be used to produce different sounds

  VCSIS051 | Science | Foundation to Level 2 | Science Inquiry Skills | Planning and conducting

• VCSIS038

  Use pictures, words and provided simple graphic organisers to record observations and findings and sort objects into groups based on particular characteristics

  Elaborations

  • using photos , pictures and words to represent and record their observations, for example, the life cycle of living things, parts of different plants
  • sorting objects or living things based on set characteristics, for example, number of legs, type of body covering

  VCSIS038 | Science | Level D | Science Inquiry Skills | Recording and processing

• VCSIS030

  Use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication

  Elaborations

  • recognising and beginning to use words that describe the characteristics of substances, for example, ‘red’, ‘soft’, ‘hard’, ‘light’, ‘heavy’
  • learning to use words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’ and ‘pull’

  VCSIS030 | Science | Level C | Science Inquiry Skills | Communicating

• VCSIS068

  Use formal measurements in the collection and recording of observations

  Elaborations

  • making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)

  VCSIS068 | Science | Levels 3 and 4 | Science Inquiry Skills | Recording and processing

• VCSIS006

  Engage and react to objects and events

  Elaborations

  • experiencing objects being used in everyday events and in structured activities
  • experiencing simple exploration through play and in structured activities

  VCSIS006 | Science | Level A | Science Inquiry Skills | Questioning and predicting

• VCSIS054

  Compare observations and predictions with those of others

  Elaborations

  • discussing, with guidance, why original prediction had been made
  • discussing observations with other students to see similarities and differences in results

  VCSIS054 | Science | Foundation to Level 2 | Science Inquiry Skills | Analysing and evaluating

• VCSIS134

  Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables

  Elaborations

  • formulating questions that can be investigated within the scope of the classroom or field with available resources
  • developing ideas from students' own or others' investigations and experiences to investigate further
  • revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

  VCSIS134 | Science | Levels 9 and 10 | Science Inquiry Skills | Questioning and predicting

• VCSIS108

  Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

  Elaborations

  • identifying whether the use of their own observations and experiments or the use of other research materials is appropriate for their investigation
  • using simulations and identifying their strengths and limitations
  • developing strategies and techniques for effective research using secondary sources, including use of the internet

  VCSIS108 | Science | Levels 7 and 8 | Science Inquiry Skills | Planning and conducting

• VCSIS109

  In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task

  Elaborations

  • taking into consideration all aspects of fair testing, available equipment, safe investigation and ethical considerations when planning investigations
  • identifying and explaining the differences between controlled, dependent and independent variables
  • using specialised equipment to increase the accuracy of measurement within an investigation

  VCSIS109 | Science | Levels 7 and 8 | Science Inquiry Skills | Planning and conducting

• VCSIS018

  Use ‘yes’ or ‘no’ response, pictures, photos and concrete objects to demonstrate their findings

  Elaborations

  • exploring the effects that simple physical actions have on everyday objects
  • exploring and investigating basic cause-and-effect software and activities, for example, hitting a switch, dropping an object, letting go of an object on an incline, feeding an animal

  VCSIS018 | Science | Level B | Science Inquiry Skills | Recording and processing

• VCSIS055

  Represent and communicate observations and ideas about changes in objects and events in a variety of ways

  Elaborations

  • discussing with others what was discovered from an investigation
  • presenting ideas to other students, both one-to-one and in small groups

  VCSIS055 | Science | Foundation to Level 2 | Science Inquiry Skills | Communicating

• VCSIS086

  Compare data with predictions and use as evidence in developing explanations

  Elaborations

  • discussing the difference between data and evidence
  • referring to evidence when explaining the outcomes of an investigation
  • sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

  VCSIS086 | Science | Levels 5 and 6 | Science Inquiry Skills | Analysing and evaluating

• VCSIS066

  Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests

  Elaborations

  • working in groups, with teacher guidance, to plan ways to investigate questions and evaluating which ways might be most successful
  • exploring, with teacher guidance, different ways to conduct investigations and connecting these to the types of questions asked

  VCSIS066 | Science | Levels 3 and 4 | Science Inquiry Skills | Planning and conducting

• VCSIS020

  Respond to language used to label and describe properties and begin to identify familiar objects

  Elaborations

  • answering using a ‘yes’ or ‘no’ response to questions relating to a focus characteristic of an explored material
  • responding to language used to label and describe properties such as colour, texture and taste
  • beginning to identify familiar products, for example, dog, apple, milk, toy

  VCSIS020 | Science | Level B | Science Inquiry Skills | Communicating

• VCSIS016

  Engage in simple cause-and-effect exploration

  Elaborations

  • touching, pushing, dropping, mixing objects to see what happens to them
  • using cause-and-effect games, programs and toys

  VCSIS016 | Science | Level B | Science Inquiry Skills | Questioning and predicting

• VCSIS072

  Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language

  Elaborations

  • using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
  • communicating with other students carrying out similar investigations to share experiences and improve investigation skills

  VCSIS072 | Science | Levels 3 and 4 | Science Inquiry Skills | Communicating

• VCSSU042

  Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

  Elaborations

  • recognising common features of animals, for example, head, legs and wings
  • describing the use of animal body parts for particular purposes, for example, moving and feeding
  • identifying common features of plants, for example, leaves and roots
  • recognising that different living things live in different places, for example, land and water
  • exploring what happens when habitats change and some living things can no longer have their needs met

  VCSSU042 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSSU123

  The atomic structure and properties of elements are used to organise them in the periodic table

  Elaborations

  • describing the structure of atoms in terms of electron shells
  • explaining how the electronic structure of an atom determines its position in the periodic table and its properties
  • investigating the chemical activity of metals

  VCSSU123 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences