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• VCSSU094

  Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

  Elaborations

  • examining the specialised cells and tissues involved in structure and function of particular organs
  • describing the structure of each organ in a system and relating its function to the overall function of the system
  • identifying the organs and overall function of a system of a multicellular organism in supporting life processes
  • comparing reproductive systems of organisms
  • comparing similar systems in different organisms, for example, digestive systems in herbivores and carnivores, respiratory systems in fish and mammals

  VCSSU094 | Science | Levels 7 and 8 | Science Understanding | Biological 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

• 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

• VCSSU101

  Water is an important resource that cycles through the environment

  Elaborations

  • considering the water cycle in terms of changes of state of water
  • investigating factors that influence the water cycle in nature
  • exploring how human management of water impacts on the water cycle

  VCSSU101 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• Science: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...

  Level description | Science | Levels 7 and 8

• VCSSU091

  There are differences within and between groups of organisms; classification helps organise this diversity

  Elaborations

  • grouping a variety of organisms on the basis of similarities and differences in particular features
  • classifying using hierarchical systems, for example, kingdom, phylum, class, order, family, genus, species
  • using scientific conventions for naming species
  • using provided keys to identify organisms surveyed in a local habitat

  VCSSU091 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCESC148

  Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities

  Elaborations

  • reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, such as housing, urban and rural lifestyles, and young people’s interests, activities and daily routines, and recording key phrases and vocabulary for use in own projects and activities
  • researching topics such as recycling, the water cycle, the solar system, or the geography of Spanish-speaking countries, and reordering information to share with others, in formats such as tables, concept maps or retrieval charts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts

  VCESC148 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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 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

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU121

  Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

  Elaborations

  • exploring interactions between organisms, for example, predator/prey, parasites, competitors, pollinators and disease vectors
  • using modelling to examine factors that affect population sizes, for example, seasonal changes, destruction of habitats, introduced species
  • investigating how ecosystems change as a result of environmental change, for example, bushfires, drought and flooding

  VCSSU121 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• Science | Science: Structure

  The Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.

  Strands	Science...

  Overview material | Science

• Science: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred...

  Level description | Science | Levels 3 and 4

• VCHHK048

  Similarities and differences between their life and the life of their parents and grandparents

  Elaborations

  • experiencing, hearing and viewing texts, images and artefacts related to their life and the life of their parents and grandparents
  • comparing and sorting artefacts related to everyday life to see what is the same and different from their own, their parents and their grandparents life

  VCHHK048 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• 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

• 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

• VCHHK009

  Similarities and differences within their daily life

  Elaborations

  • experiencing change and routines within their daily life
  • identifying and selecting preferred objects and events from a field of up to three choices
  • experiencing objects and sounds associated with events and daily experiences
  • selecting or rejecting items based on personal preference and experiencing different people accepting and rejecting different objects to them

  VCHHK009 | The Humanities | History | Level A | Historical Knowledge | Personal histories

• Design and Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students use design thinking, design and technologies knowledge and understanding, processes and production skills to produce designed solutions to identified needs or opportunities of relevance to individuals, local, national, regional and global communities.

  Students undertake...

  Level description | Technologies | Design and Technologies

• 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

• VCHHC003

  Explore their own perspective on events in their routine daily life

  Elaborations

  • experiencing their reactions to events and activities being labelled with an emotion
  • accepting and rejecting objects and events based on personal preference

  VCHHC003 | The Humanities | History | Level A | Historical Concepts and Skills | Historical sources as evidence