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• Science: Foundation to Level 2 description

  In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe...

  Level description | Science

• VCSSU012

  Living things can look and feel different

  Elaborations

  • handling and observing living and non-living things
  • developing an emerging awareness of some essential characteristics of living things, for example, 'Eyes are for seeing’

  VCSSU012 | Science | Level B | Science Understanding | Biological sciences

• VCSSU106

  The properties of sound can be explained by a wave model

  Elaborations

  • describing how sounds are produced by different musical instruments
  • measuring the speed of sound
  • using a wave model to describe the measured properties of sound, wavelength and frequency

  VCSSU106 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU004

  Changes in the world around us can affect responses

  Elaborations

  • making decisions about clothing, location and activity based on their reaction to, and changes in, the weather
  • demonstrating an awareness of the time of day by responding to activities associated with different times of the day, for example, eating lunch, getting dressed to go to school, packing bags to go home

  VCSSU004 | Science | Level A | Science Understanding | Earth and space sciences

• VCSSU011

  Objects and the world around us can be explored

  Elaborations

  • manipulating a variety of materials to explore their characteristics, for example, sensory tubs filled with pasta, feathers, water, pebbles
  • observing what happens when materials are mixed, manipulated, moved and changed

  VCSSU011 | Science | Level B | Science Understanding | Science as a human endeavour

• VCSSU049

  Light and sound are produced by a range of sources and can be sensed

  Elaborations

  • recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, touch to feel vibrations, our noses to detect smell and our tongues to detect taste
  • identifying the Sun as a source of light
  • recognising that objects can be seen when light from sources is available to illuminate them
  • exploring different ways to produce sound using familiar objects and actions, for example, striking, blowing, scraping and shaking

  VCSSU049 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• VCSSU130

  Electric circuits can be designed for diverse purposes using different components; the operation of circuits can be explained by the concepts of voltage and current

  Elaborations

  • investigating parallel and series circuits and measuring voltage drops across and currents through various components
  • investigating the properties of components such as LEDs, and temperature and light sensors
  • comparing circuit design to household wiring
  • exploring the use of sensors in robotics and control devices

  VCSSU130 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU057

  Living things can be grouped on the basis of observable features and can be distinguished from non-living things

  Elaborations

  • exploring differences between living, once living and products of living things
  • identifying variations in the features of plants, for example, colour and shape of leaves, or types of flowers
  • identifying variations in the features of animals, for example, body covering, ear shapes or number of legs

  VCSSU057 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCSSU033

  Objects can be sorted into groups based on their properties, and some objects can be mixed and changed

  Elaborations

  • investigating objects and materials and sorting into groups based on two attributes, for example, food or drink, hot or cold, big or small
  • investigating what familiar objects are made from, including their parts and materials

  VCSSU033 | Science | Level D | Science Understanding | Chemical sciences

• VCSSU059

  A change of state between solid and liquid can be caused by adding or removing heat

  Elaborations

  • investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate
  • exploring how changes from solid to liquid and liquid to solid can help us recycle materials

  VCSSU059 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU080

  Light from a source forms shadows and can be absorbed, reflected and refracted

  Elaborations

  • classifying materials as transparent, opaque or translucent based on the extent to which light passes through them or is absorbed
  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, for example, when light travels from air to water or air to glass
  • recognising that the colour of an object depends on the properties of the object and the colour of the light source

  VCSSU080 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCSSU097

  Differences between elements, compounds and mixtures can be described by using a particle model

  Elaborations

  • modelling the arrangement of particles in elements and compounds
  • recognising that elements and simple compounds can be represented by symbols and formulas
  • explaining why elements and compounds can be represented by chemical formulas while mixtures cannot

  VCSSU097 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU024

  Weather involves sun, rain, wind and clouds and can be hot, cold and warm

  Elaborations

  • responding to questions related to the weather, for example, ‘Do you think it will rain?’, ‘Do you feel hot?, ‘Is it snowing?’
  • identifying and sorting pictures and objects into 'hot' and 'cold' weather activities

  VCSSU024 | Science | Level C | Science Understanding | Earth and space sciences

• VCSSU023

  Objects have different names and properties, and some can be manipulated and changed

  Elaborations

  • identifying and naming a variety of natural materials in the environment, for example, ‘rock’, ‘grass’, ‘water’, ‘sand’, ‘tree’
  • combining substances and observing them change during mixing, for example, salt and sugar dissolving in water, making jelly

  VCSSU023 | Science | Level C | Science Understanding | Chemical sciences

• VCSSU132

  Energy flow in Earth’s atmosphere can be explained by the processes of heat transfer

  Elaborations

  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfers and transformations
  • recognising that in energy transfers and transformations, a number of steps can occur and the system is not 100% efficient so that usable energy is reduced
  • comparing energy changes in physical events, for example, car crashes, the motion of pendulums, lifting and dropping

  VCSSU132 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU096

  The properties of the different states of matter can be explained in terms of the motion and arrangement of particles

  Elaborations

  • modelling the arrangement of particles in solids, liquids and gases
  • using the particle model to distinguish between the properties of liquid water, ice and steam

  VCSSU096 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU063

  Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object

  Elaborations

  • describing how heat can be produced, for example, through friction or by burning
  • exploring how heat can be transferred through conduction
  • recognising that we can feel heat and measure its effects using a thermometer

  VCSSU063 | Science | Levels 3 and 4 | Science Understanding | Physical sciences

• VCSIS088

  Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships

  Elaborations

  • discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding
  • using a variety of communication modes, for example, reports, explanations, arguments, debates and procedural accounts, to communicate science ideas
  • using labelled diagrams, including cross-sectional representations, to communicate ideas and processes

  VCSIS088 | Science | Levels 5 and 6 | Science Inquiry Skills | Communicating

• VCSSU105

  Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation

  Elaborations

  • exploring how images can change when the arrangement of the mirror or lens system is altered
  • exploring the mechanism of the human eye and corrective technologies
  • observing the spread and order of colours in the visible spectrum
  • describing the different types of radiation in the larger spectrum of radiation

  VCSSU105 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• 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