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• VCSSU043

  Living things grow, change and have offspring similar to themselves

  Elaborations

  • representing personal growth and changes from birth
  • exploring the different characteristics of the life stages in animals, for example, butterflies or frogs

  VCSSU043 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSSU098

  Chemical change involves substances reacting to form new substances

  Elaborations

  • identifying the differences between chemical and physical changes
  • identifying evidence that a chemical change has taken place
  • investigating simple reactions, for example, combining elements to make a compound

  VCSSU098 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU117

  Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

  Elaborations

  • describing how the requirements for life (oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems, for example, the respiratory, circulatory, digestive, nervous and excretory systems
  • explaining (using models, flow diagrams or simulations) how body systems work together to maintain a functioning body
  • investigating the response of the body to changes as a result of the presence of micro-organisms

  VCSSU117 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU128

  Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere

  Elaborations

  • modelling a nutrient cycle within the biosphere, for example, the carbon, nitrogen or phosphorus cycle
  • investigating how human activity affects global systems
  • distinguishing between 'natural' and 'enhanced' greenhouse effects
  • investigating the effect of climate change on sea levels and biodiversity

  VCSSU128 | Science | Levels 9 and 10 | Science Understanding | Earth and space 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

• 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

• VCSSU056

  Science knowledge helps people to understand the effects of their actions

  Elaborations

  • considering how the use of materials including solids and liquids can affect the environment in different ways, for example, fertilisers and food and drink containers
  • exploring how science has contributed to understanding and resolving issues related to the effects of human activities, for example, clearing of bushland to build housing and roads and management of waste
  • investigating how people can use science to select appropriate materials for their work, for example, builders, clothing designers, engineers, gardeners and chefs

  VCSSU056 | Science | Levels 3 and 4 | Science Understanding | Science as a human endeavour

• VCSSU061

  Earth’s rotation on its axis causes regular changes, including night and day

  Elaborations

  • modelling the relative sizes and movement of the Sun, Earth and Moon
  • describing timescales for the rotation of the Earth
  • constructing sundials and investigating how they work

  VCSSU061 | Science | Levels 3 and 4 | Science Understanding | Earth and space sciences

• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCSIS065

  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

  Elaborations

  • listing shared experiences as a whole class and identifying possible investigations
  • reflecting on familiar situations to make predictions with teacher guidance

  VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting

• VCSIS107

  Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge

  Elaborations

  • considering whether an investigation using available resources is possible when identifying questions or problems to investigate
  • using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
  • recognising that the solution of some questions and problems may require consideration of social, cultural, economic or moral factors in addition to results from scientific investigation

  VCSIS107 | Science | Levels 7 and 8 | Science Inquiry Skills | Questioning and predicting

• 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

• VCSSU131

  The interaction of magnets can be explained by a field model; magnets are used in the generation of electricity and the operation of motors

  Elaborations

  • investigating the action at a distance or the field model around magnets of different shapes
  • investigating the movement of a magnet and a wire to produce electricity
  • investigating the effect of a magnet on a current from a battery to produce movement

  VCSSU131 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU133

  The description and explanation of the motion of objects involves the interaction of forces and the exchange of energy and can be described and predicted using the laws of physics

  Elaborations

  • recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it
  • gathering data to analyse everyday motion produced by forces, for example, measurements of distance and time, velocity, mass, acceleration and force
  • investigating the effects of applying different forces, including Earth's gravitational force, to familiar objects

  VCSSU133 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU060

  Natural and processed materials have a range of physical properties; these properties can influence their use

  Elaborations

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for a specified use based on their properties

  VCSSU060 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU129

  The Universe contains features including galaxies, stars and solar systems; the Big Bang theory can be used to explain the origin of the Universe

  Elaborations

  • identifying the evidence supporting the Big Bang theory, for example, Edwin Hubble’s observations and the detection of microwave radiation
  • recognising that the age of the Universe can be derived by applying knowledge of the Big Bang theory
  • describing how the evolution of the Universe, including the formation of galaxies and stars, has continued since the Big Bang

  VCSSU129 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCSSU095

  Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques

  Elaborations

  • recognising the differences between pure substances and mixtures and identifying examples of each
  • identifying the solvent and solute in solutions
  • investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
  • exploring and comparing separation methods used in the home

  VCSSU095 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• Science | Science: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Science

• VCSSU125

  Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations

  Elaborations

  • investigating how chemical reactions result in the production of a range of useful substances, for example, fuels, metals and pharmaceuticals
  • using word or symbol equations to represent chemical reactions
  • investigating the effect of a range of factors, for example, temperature and catalysts, on the rate of chemical reactions

  VCSSU125 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCSSU081

  Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed into another form of energy

  Elaborations

  • recognising the need for a complete circuit to allow the flow of electricity
  • exploring circuit features, for example, wires and switches, and electrical devices, for example, light globes, LEDs and motors
  • investigating different electrical conductors and insulators
  • investigating how moving air and water can turn turbines to generate electricity
  • investigating how solar panels can generate electricity

  VCSSU081 | Science | Levels 5 and 6 | Science Understanding | Physical sciences