Search results

Result list

• VCSSU079

  Sudden geological changes or extreme weather conditions can affect Earth’s surface

  Elaborations

  • investigating major geological events, for example, earthquakes, volcanic eruptions and tsunamis
  • recognising that earthquakes can cause tsunamis
  • considering the effect of drought on living and non-living aspects of the environment

  VCSSU079 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences

• VCGGK039

  Connection of weather to seasons

  Elaborations

  • exploring how changes in the weather effected a place, activity or event
  • using structured activities to observe and develop an understanding of how changes in the weather can affect a desired activity
  • showing an understanding of how changes in the weather can affect their daily activities by matching clothing activity and weather
  • connecting weather and season to clothing, activity and events

  VCGGK039 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• VCSSU075

  The growth and survival of living things are affected by the physical conditions of their environment

  Elaborations

  • observing the growth of fungi, for example, yeast and bread mould in different temperature conditions
  • investigating how changing the physical conditions for plants impacts on their growth and survival, for example, changing salt water concentrations, using fertilisers or transferring to a different soil type
  • researching organisms that live in extreme environments, for example, Antarctica, a desert or deep sea

  VCSSU075 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• VCSSU014

  The weather and time of day can change

  Elaborations

  • identifying the characteristics of day and night, for example, morning, evening, sun, moon, stars, sunrise, sunset
  • answering with a ‘yes’ or ‘no’ response to questions related to changes in the weather, for example, ‘Is the weather today different from yesterday?’, ‘Do you think the weather will change after lunch?’

  VCSSU014 | Science | Level B | Science Understanding | Earth and space 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

• VCGGK011

  Experience weather and seasons

  Elaborations

  • exposed to weather conditions and their sensory characteristics
  • exposed to weather conditions being linked to pictures, words and images
  • experiencing the changing of clothing and activities due to the weather and the season

  VCGGK011 | The Humanities | Geography | Level A | Geographical Knowledge | Places and our connections to them

• VCSSU062

  Earth’s surface changes over time as a result of natural processes and human activity

  Elaborations

  • considering how different human activities cause erosion of Earth's surface
  • considering the effect of events such as floods and extreme weather on landscapes
  • exploring a local area that has changed as a result of natural processes, for example, an eroded gully, sand dunes or river banks

  VCSSU062 | Science | Levels 3 and 4 | Science Understanding | Earth and space sciences

• VCSSU046

  Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life

  Elaborations

  • recording short and longer term patterns of events that occur on Earth and in the sky, for example, the appearance of the moon and stars at night, the weather and the seasons
  • linking changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
  • investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

  VCSSU046 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• VCSSU034

  The weather and time of day affect events and clothing choices

  Elaborations

  • linking the time of day with routine events and objects
  • using images of different clothes to put together a ‘summer’ and a ‘winter’ outfit

  VCSSU034 | Science | Level D | Science Understanding | Earth and space sciences

• VCSSU127

  The theory of plate tectonics explains global patterns of geological activity and continental movement

  Elaborations

  • recognising the major plates on a world map
  • considering the role of heat energy and convection currents in the movement of tectonic plates
  • modelling sea-floor spreading
  • relating the occurrence of earthquakes and volcanic activity to constructive and destructive plate boundaries
  • relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history

  VCSSU127 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• Science: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic scale, they consider the atom as a system of protons...

  Level description | Science

• 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: 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

• 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

• 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

• The Humanities | Geography: Learning in Geography

  Concepts

  The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...

  Overview material | Geography

• VCFRU124

  Examine the nature of language change in response to changing cultural conditions

  Elaborations

  • identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations
  • finding examples of cross-cultural influences between French, English and Australian-English cultural expressions, art forms and vocabulary, for example, young musicians in France studying le didgeridoo
  • considering the concept of ‘ecology’ in relation to French and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, language shifts and exchange
  • understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

  VCFRU124 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Science: Level B description

  In Level B, students play and use structured activities to make observations and use their senses to investigate the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the...

  Level description | Science

• Science: Level C description

  In Level C, students intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the weather, and changes...

  Level description | Science