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• Science: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups...

  Level description | Science

• Science: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of science and technology may affect people’s lives. They explain the concept of energy conservation and model...

  Level description | Science | Levels 9 and 10

• VCSIS140

  Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

  Elaborations

  • using secondary sources as well as students’ own findings to help explain a scientific concept
  • using a range of representations, including mathematical and symbolic forms, to communicate science ideas
  • presenting results and ideas using formal experimental reports, oral presentations, multimodal presentations, poster presentations and contributing to group discussions

  VCSIS140 | Science | Levels 9 and 10 | Science Inquiry Skills | Communicating

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCSSU114

  Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community

  Elaborations

  • considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed
  • investigating the historical development of models of the structure of the atom
  • investigating how the theory of plate tectonics developed, based on evidence from seafloor spreading and occurrence of earthquakes and volcanic activity
  • recognising the contribution of Australian scientists, for example, Brian Schmidt and Penny Sackett, in the exploration and study of the Universe

  VCSSU114 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSSU073

  Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

  Elaborations

  • exploring objects and devices that include parts that involve the reflection, absorption or refraction of light, for example, mirrors, sunglasses and prisms
  • considering how electricity and electrical appliances have changed the way some people live
  • considering how decisions are made to grow particular plants and crops depending on environmental conditions
  • considering how guidelines help to ensure the safe use of electrical devices
  • comparing the benefits of using solid, liquid or gaseous fuels to heat a home
  • designing shelters for living things that are exposed to changed or harsh environments, for example, as a result of bushfire or displacement

  VCSSU073 | Science | Levels 5 and 6 | Science Understanding | Science as a human endeavour

• Science: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day...

  Level description | Science

• Science: Level D achievement standards

  By the end of Level D, students can identify and label many familiar objects and indicate some of their properties by using gestures, words, images and objects. They can sort objects based on two properties and can identify key characteristics of familiar plants and animals. Students can identify...

  Level description | Science | Level D

• Science: Level A description

  In Level A, students learn that their senses can help them understand the world around them and the objects within it. They experience a range of activities that will assist them to attend to and explore the world around them with as much independence as possible. They are exposed to and encouraged...

  Level description | Science

• VCSSU032

  Living things can be plants or animals

  Elaborations

  • observing the life cycles of living things
  • displaying an understanding of the requirements of living things by caring for them, for example, watering plants and feeding pets

  VCSSU032 | Science | Level D | Science Understanding | Biological sciences

• VCSSU022

  Living things have different names and parts

  Elaborations

  • developing an understanding of some features of living things
  • identifying some features of living things, for example, plants have leaves, dogs have fur, eyes, mouths and legs, flowers have petals, fish have scales

  VCSSU022 | Science | Level C | Science Understanding | Biological sciences

• VCSSU025

  Objects can move in different ways

  Elaborations

  • developing a basic understanding of how things move, for example, push and pull, drop or throw, battery power
  • using words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’, ‘pull’

  VCSSU025 | Science | Level C | Science Understanding | Physical sciences

• VCSIS110

  Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships

  Elaborations

  • understanding different types of diagrammatic, graphical and physical representations and considering their strengths and limitations
  • comparing and contrasting data from a number of sources in order to create a summary of collected data
  • using diagrammatic representations to convey abstract ideas and to simplify complex situations

  VCSIS110 | Science | Levels 7 and 8 | Science Inquiry Skills | Recording and processing

• Science: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain how scientific knowledge is used in decision making and develops from many people’s contributions. They discuss how scientific understandings, discoveries and inventions affect peoples’ lives. They compare the properties and behaviours of solids...

  Level description | Science | Levels 5 and 6

• Science: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students explore how changes can be classified in different ways. Students are introduced to cause-and-effect relationships that relate to form and function...

  Level description | Science