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• 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

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• 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

• 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

• 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

• VCTRC103

  Exchange views and information on local and global issues, including aspects of their own lives, such as family relationships and responsibilities, education and community

  Elaborations

  • discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, identifying points of agreement or disagreement, for example, Ailem gece dışarı çıkmama izin vermiyor
  • participating in discussions on local issues that they see impacting on their current or future lives, such as environmental change, for example by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl kullanıyorsun?
  • engaging in online discussions with Turkish-speaking students in different contexts on topics of shared interest, such as music, sports, fashion, travel, and comparing their aspirations in terms of personal and professional opportunities, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum
  • discussing their responsibilities at home and at school, comparing with those of young people living in Turkey or other Turkish-speaking communities around the world, noting the relative importance of concepts such as Derslerde başarılı olmak, küçük kardeşlere bakmak,Türkçe öğrenmek büyük sorumluluk, aile işyerinde çalışmak
  • developing narrative skills by exchanging accounts of personally significant people, events, influences or milestones in their lives, for example, Türkiye’ye ilk ziyaret, Avustralya’ya geliş, sünnet düğünü, ilk iş görüşmesi, Türk konserine gitmek

  VCTRC103 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCSSU092

  Cells are the basic units of living things and have specialised structures and functions

  Elaborations

  • examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
  • distinguishing plant cells from animal and fungal cells
  • identifying structures within cells and describing their function
  • recognising that some organisms consist of a single cell

  VCSSU092 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• 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

• VCSSU074

  Living things have structural features and adaptations that help them to survive in their environment

  Elaborations

  • explaining how particular adaptations aid survival, for example, nocturnal behaviour, silvery coloured leaves of dune plants
  • describing and listing adaptations of living things suited for particular Australian environments

  VCSSU074 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• 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

• VCHHK147

  Significant events, turning points of World War II and the nature of warfare, including the Holocaust and use of the atomic bomb

  Elaborations

  • investigating the scale and significance of the Holocaust, using primary sources
  • identifying key events in the European theatre of war, for example, Germany’s invasion of Poland in 1939, the Holocaust from 1942–45 and the Russians reaching Berlin in 1945
  • identifying key events in the Asia–Pacific theatre of war, for example, the Japanese attack on Pearl Harbour in 1941, the fall of Singapore in 1942 and the American victory at the Battle of Midway in 1942
  • explaining the race to build the atomic bomb by Germany, Japan, the US and why the atomic bombs were dropped on Hiroshima and Nagasaki

  VCHHK147 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• Science | Science: Learning in Science

  The key concepts

  Six key concepts frame learning in the Science Understanding strand, support key aspects of the Science Inquiry Skills strand and contribute to developing students’ appreciation of the nature of science.

  The six key concepts are:

  Patterns, order and organisation

  An important...

  Overview material | Science

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFU144

  Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCSSU041

  People use science in their daily lives

  Elaborations

  • monitoring information about the environment and Earth's resources, for example, rainfall, water levels and temperature
  • identifying the ways humans manage and protect resources, for example, reducing waste and conserving water

  VCSSU041 | Science | Foundation to Level 2 | Science Understanding | Science as a human endeavour

• 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

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• 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

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting