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Students with disabilities (Level A)

Level A Description

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and...

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Level A Content Descriptions

Science Understanding

Biological sciences
  1. Living things are part of the world around us (ACSSU002a)
Chemical sciences
  1. Objects are part of the world around us (ACSSU003a)
Earth and space sciences
  1. The world changes can affect how I feel/ react (ACSSU004a)
Physical sciences
  1. Objects can be moved and touched (ACSSU005a)

Science as a Human Endeavour

Nature and development of science
  1. There are objects in the world around me (ACSHE013a)

Science Inquiry Skills

Questioning and predicting
  1. Engage and react to objects and events (ACSISO014a)
Planning and conducting
  1. React and respond to changes in the world around them (ACSISO011a)
Processing and analysing data and information
  1. Accept and reject objects and events from the world around them (ACSISO233a)
Communicating
  1. Communicate by initiating and refining their responses and use of accept-or-reject gestures or actions (ACSISO012a)

Level A Achievement Standard

By the end of the Level A, students react to the properties and behaviour of familiar objects. They react to environmental changes and respond to their effects through a positive or negative response.

Students initiate and communicate a response, acceptance or rejection of familiar objects and events.

Students with disabilities (Level B)

Level B Description

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and...

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Level B Content Descriptions

Science Understanding

Biological sciences
  1. Living things can look and feel different (ACSSU002b)
Chemical sciences
  1. Objects can be the same or different and can look and feel different (ACSSU003b)
Earth and space sciences
  1. The weather and time of day changes (ACSSU004b)
Physical sciences
  1. Objects can be changed and manipulated by me (ACSSU005b)

Science as a Human Endeavour

Nature and development of science
  1. The world and objects can be explored (ACSHE013b)

Science Inquiry Skills

Questioning and predicting
  1. Engage in simple cause-and-effect exploration (ACSISO014b)
Planning and conducting
  1. Explore using their senses (ACSISO011b)
Processing and analysing data and information
  1. Develop an awareness of consequences and actions (ACSISO233b)
Communicating
  1. Respond to language used to label and describe properties and begin to identify familiar objects (ACSISO012b)

Level B Achievement Standard

By the end of the Level B, students can identify some familiar objects. They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the expected effect. Students assist the teacher in structured situations to record observations of the weather, familiar objects and events using real objects and visual aids. They communicate their choices and indicate ‘yes’ and ‘no’ responses to simple questions.

Students with disabilities (Level C)

Level C Description

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and...

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Level C Content Descriptions

Science Understanding

Biological sciences
  1. Living things have different names and parts (ACSSU002c)
Chemical sciences
  1. Objects have different names, properties and some can be manipulated and change (ACSSU003c)
Earth and space sciences
  1. Weather involves sun, rain, wind and clouds and can be hot, cold and warm (ACSSU004c)
Physical sciences
  1. I can move objects in different types of ways (ACSSU005c)

Science as a Human Endeavour

Nature and development of science
  1. Objects and parts of the world have names and characteristics (ACSHE013c)

Science Inquiry Skills

Questioning and predicting
  1. Supported to engage in simple scientific inquiry (ACSISO014c)
Planning and conducting
  1. Supported to use the senses to identify some characteristics (ACSISO011c)
Processing and analysing data and information
  1. Use ‘yes’ or ‘no’ response, pictures, photos, symbols, concrete objects to demonstrate their findings (ACSISO233c)
Communicating
  1. Use pictures, photos, symbols, concrete objects and/or some simple familiar words to facilitate communication (ACSISO012c)

Level C Achievement Standard

By the end of the Level C, students intentionally participate in structured investigations that look at the names and properties of living things and objects. They label, sort and group objects based on one specific property or characteristics. Students share discoveries through alternative augmentative communication and the use of objects, images and pictures.

Students with disabilities (Level D)

Level D Description

The science content includes the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. The three strands of the curriculum are interrelated and...

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Level D Content Descriptions

Science Understanding

Biological sciences
  1. Living things can be plants or animals (ACSSU002d)
Chemical sciences
  1. Objects can be sorted into groups based on their properties, and some objects can be mixed and changed (ACSSU003d)
Earth and space sciences
  1. Events and clothing are effected by weather and time of day (ACSSU004d)
Physical sciences
  1. Objects can move differently using the same type of movement (ACSSU005d)

Science as a Human Endeavour

Nature and development of science
  1. Science is about the world around me (ACSHE013d)

Science Inquiry Skills

Questioning and predicting
  1. Actively join in exploration of familiar objects and events (ACSISO014d)
Planning and conducting
  1. Actively observe, explore and manipulate (ACSISO011d)
Processing and analysing data and information
  1. Use words to answer simple questions about observations and record observations using pictures and words (ACSISO233d)
Communicating
  1. Use simple, scientific vocabulary and begin to describe their activities and observations, using both general and science-specific language (ACSISO012d)

Level D Achievement Standard

By the end of the Level D, students can identify and label many familiar objects and indicate some of their properties by using gesture, 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 some ways the weather effects the environment and their clothing choices. Students share and demonstrate their understanding of objects and events through images, pictures, alternative and augmentative communication and simple statements.

Foundation Level

Foundation Level Description

The science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands of the curriculum are interrelated and their content...

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Foundation Level Content Descriptions

Science Understanding

Biological sciences
  1. Living things have basic needs, including food and water (ACSSU002)
Chemical sciences
  1. Objects are made of materials that have observable properties (ACSSU003)
Earth and space sciences
  1. Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)
Physical sciences
  1. The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science as a Human Endeavour

Nature and development of science
  1. Science involves exploring and observing the world using the senses (ACSHE013)

Science Inquiry Skills

Questioning and predicting
  1. Respond to questions about familiar objects and events (ACSIS014)
Planning and conducting
  1. Explore and make observations by using the senses (ACSIS011)
Processing and analysing data and information
  1. Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)
Communicating
  1. Share observations and ideas (ACSIS012)

Foundation Level Achievement Standard

By the end of the Foundation level, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Students share and record observations of familiar objects and events.

Foundation Level Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 1

Level 1 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 1 Content Descriptions

Science Understanding

Biological sciences
  1. Living things have a variety of external features (ACSSU017)
  2. Living things live in different places where their needs are met (ACSSU211)
Chemical sciences
  1. Everyday materials can be physically changed in a variety of ways (ACSSU018)
Earth and space sciences
  1. Observable changes occur in the sky and landscape (ACSSU019)
Physical sciences
  1. Light and sound are produced by a range of sources and can be sensed (ACSSU020)

Science as a Human Endeavour

Nature and development of science
  1. Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Use and influence of science
  1. People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills

Questioning and predicting
  1. Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Planning and conducting
  1. Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
  2. Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026)
Processing and analysing data and information
  1. Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
  2. Through discussion, compare observations with predictions (ACSIS212)
Evaluating
  1. Compare observations with those of others (ACSIS213)
Communicating
  1. Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

Level 1 Achievement Standard

At Level 1, the student is working towards the Level 2 standard.

Level 1 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 2

Level 2 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 2 Content Descriptions

Science Understanding

Biological sciences
  1. Living things grow, change and have offspring similar to themselves (ACSSU030)
Chemical sciences
  1. Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)
Earth and space sciences
  1. Earth’s resources, including water, are used in a variety of ways (ACSSU032)
Physical sciences
  1. A push or a pull affects how an object moves or changes shape (ACSSU033)

Science as a Human Endeavour

Nature and development of science
  1. Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
Use and influence of science
  1. People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Science Inquiry Skills

Questioning and predicting
  1. Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037)
Planning and conducting
  1. Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038)
  2. Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)
Processing and analysing data and information
  1. Use a range of methods to sort information, including drawings and provided tables (ACSIS040)
  2. Through discussion, compare observations with predictions (ACSIS214)
Evaluating
  1. Compare observations with those of others (ACSIS041)
Communicating
  1. Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042)

Level 2 Achievement Standard

By the end of Level 2, students describe the effects of interacting with materials and objects. They identify and describe a range of habitats and the different uses of materials and resources. They describe changes to objects, materials, living things and things in their local environment. They describe examples of how people use science in their daily lives.

Students pose questions about everyday phenomena and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record, sort and represent their observations and communicate their ideas to others.

Level 2 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 3

Level 3 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 3 Content Descriptions

Science Understanding

Biological sciences
  1. Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
Chemical sciences
  1. A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
Earth and space sciences
  1. Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Physical sciences
  1. Heat can be produced in many ways and can move from one object to another (ACSSU049)

Science as a Human Endeavour

Nature and development of science
  1. Science involves making predictions and describing patterns and relationships (ACSHE050)
Use and influence of science
  1. Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053)
Planning and conducting
  1. Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054)
  2. Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)
Processing and analysing data and information
  1. Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
  2. Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
Evaluating
  1. Reflect on the investigation, including whether a test was fair or not (ACSIS058)
Communicating
  1. Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)

Level 3 Achievement Standard

At Level 3, the student is working towards the Level 4 standard.

Level 3 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 4

Level 4 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 4 Content Descriptions

Science Understanding

Biological sciences
  1. Living things have life cycles (ACSSU072)
  2. Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Chemical sciences
  1. Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)
Earth and space sciences
  1. Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
Physical sciences
  1. Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science as a Human Endeavour

Nature and development of science
  1. Science involves making predictions and describing patterns and relationships (ACSHE061)
Use and influence of science
  1. Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064)
Planning and conducting
  1. Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
  2. Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)
Processing and analysing data and information
  1. Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
  2. Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Evaluating
  1. Reflect on the investigation; including whether a test was fair or not (ACSIS069)
Communicating
  1. Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Level 4 Achievement Standard

By the end of Level 4, students 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. They explain how heat is involved in changes of state between solid and liquid. They link the observable properties of materials to their use. They discuss how natural and human processes cause changes to Earth’s surface. They use contact and non-contact forces to describe interactions between objects. They describe structural features common to living things and describe relationships that assist the survival of living things.  They explain how the key stages in the life cycle of a plant or animal relate to growth and species survival. They describe how they use science investigations to identify patterns and respond to questions. They describe situations where science understanding can influence their own and others’ actions.

Students follow instructions to identify questions that they can investigate about familiar contexts and predict likely outcomes from these investigations. They discuss ways to conduct investigations and suggest why their methods were fair or not. They safely use equipment to make and record formal measurements and observations. They use provided tables and simple column graphs to organise and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They use diagrams and complete simple reports to communicate their methods and findings.

Level 4 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 5

Level 5 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 5 Content Descriptions

Science Understanding

Biological sciences
  1. Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
Chemical sciences
  1. Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
Earth and space sciences
  1. The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
Physical sciences
  1. Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science as a Human Endeavour

Nature and development of science
  1. Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081)
  2. Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082)
Use and influence of science
  1. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083)
  2. Scientific knowledge is used to inform personal and community decisions (ACSHE217)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231)
Planning and conducting
  1. With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
  2. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087)
  3. Use equipment and materials safely, identifying potential risks (ACSIS088)
Processing and analysing data and information
  1. Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
  2. Compare data with predictions and use as evidence in developing explanations (ACSIS218)
Evaluating
  1. Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)
Communicating
  1. Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Level 5 Achievement Standard

At Level 5, the student is working towards the Level 6 standard.

Level 5 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 6

Level 6 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 6 Content Descriptions

Science Understanding

Biological sciences
  1. The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)
Chemical sciences
  1. Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)
Earth and space sciences
  1. Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)
Physical sciences
  1. Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
  2. Energy from a variety of sources can be used to generate electricity (ACSSU219)

Science as a Human Endeavour

Nature and development of science
  1. Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)
  2. Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
Use and influence of science
  1. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)
  2. Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232)
Planning and conducting
  1. With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
  2. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104)
  3. Use equipment and materials safely, identifying potential risks (ACSIS105)
Processing and analysing data and information
  1. Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
  2. Compare data with predictions and use as evidence in developing explanations (ACSIS221)
Evaluating
  1. Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)
Communicating
  1. Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Level 6 Achievement Standard

By the end of Level 6, students compare the properties and behaviours of solids, liquids and gases. They compare observable changes to materials and classify these changes as reversible or irreversible. They explain everyday phenomena associated with the absorption, reflection, refraction and dispersion of light. They compare different ways in which energy can be transformed from one form to another to generate electricity and evaluate their suitability for particular purposes.  They construct electrical circuits and distinguish between open and closed circuits. They explain how natural events cause rapid change to Earth’s surface and describe the key features of our solar system. They analyse how structural and behavioural adaptations of living things enhance their survival, and predict...

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Level 6 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 7

Level 7 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 7 Content Descriptions

Science Understanding

Biological sciences
  1. There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)
  2. Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)
Chemical sciences
  1. Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
Earth and space sciences
  1. Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
  2. Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)
  3. Water is an important resource that cycles through the environment (ACSSU222)
Physical sciences
  1. Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117)
  2. Earth’s gravity pulls objects towards the centre of the Earth (ACSSU118)

Science as a Human Endeavour

Nature and development of science
  1. Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE119)
  2. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223)
Use and influence of science
  1. Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)
  2. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)
  3. People use understanding and skills from across the disciplines of science in their occupations (ACSHE224)

Science Inquiry Skills

Questioning and predicting
  1. Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
Planning and conducting
  1. Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
  2. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)
Processing and analysing data and information
  1. Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129)
  2. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)
Evaluating
  1. Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)
  2. Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)
Communicating
  1. Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Level 7 Achievement Standard

At Level 7, the student is working towards the Level 8 standard.

Level 7 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 8

Level 8 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 8 Content Descriptions

Science Understanding

Biological sciences
  1. Cells are the basic units of living things and have specialised structures and functions (ACSSU149)
  2. Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (ACSSU150)
Chemical sciences
  1. The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
  2. Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
  3. Chemical change involves substances reacting to form new substances (ACSSU225)
Earth and space sciences
  1. Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)
Physical sciences
  1. Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)

Science as a Human Endeavour

Nature and development of science
  1. Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE134)
  2. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE226)
Use and influence of science
  1. Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135)
  2. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)
  3. People use understanding and skills from across the disciplines of science in their occupations (ACSHE227)

Science Inquiry Skills

Questioning and predicting
  1. Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
Planning and conducting
  1. Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
  2. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS141)
Processing and analysing data and information
  1. Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)
  2. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145)
Evaluating
  1. Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146)
  2. Use scientific knowledge and findings from investigations to evaluate claims (ACSIS234)
Communicating
  1. Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148)

Level 8 Achievement Standard

By the end of Level 8, students investigate different forms of energy and explain how energy transfers and transformations cause change in simple systems. They use the particle model to predict, compare and explain the physical and chemical properties and behaviours of substances. They describe and apply techniques to separate pure substances from mixtures. They provide evidence for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation. They use equations to describe simple chemical reactions. They analyse the relationship between structure and function at cell, organ and body system levels. They use dichotomous keys to identify and classify living things. They explain how living organisms can be classified into major taxonomic groups...

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Level 8 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 9

Level 9 Description

The Science Inquiry Skills and the Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 9 Content Descriptions

Science Understanding

Biological sciences
  1. Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
  2. Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
Chemical sciences
  1. All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)
  2. Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)
  3. Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)
Earth and space sciences
  1. The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)
Physical sciences
  1. Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)

Science as a Human Endeavour

Nature and development of science
  1. Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)
  2. Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158)
Use and influence of science
  1. People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)
  2. Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE161)
  3. The values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

Science Inquiry Skills

Questioning and predicting
  1. Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
Planning and conducting
  1. Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
  2. Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166)
Processing and analysing data and information
  1. Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
  2. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
Evaluating
  1. Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
  2. Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
Communicating
  1. Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Level 9 Achievement Standard

At Level 9, the student is working towards the Level 10 standard.

Level 9 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

Level 10

Level 10 Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement...

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Level 10 Content Descriptions

Science Understanding

Biological sciences
  1. The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
  2. The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
Chemical sciences
  1. The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)
  2. Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
Earth and space sciences
  1. The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
  2. Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
Physical sciences
  1. Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
  2. The motion of objects can be described and predicted using the laws of physics (ACSSU229)

Science as a Human Endeavour

Nature and development of science
  1. Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
  2. Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE192)
Use and influence of science
  1. People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
  2. Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE195)
  3. The values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Science Inquiry Skills

Questioning and predicting
  1. Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
Planning and conducting
  1. Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
  2. Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200)
Processing and analysing data and information
  1. Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
  2. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
Evaluating
  1. Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
  2. Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)
Communicating
  1. Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Level 10 Achievement Standard

By the end of Level 10, students explain the concept of energy conservation and model energy transfer and transformation within systems. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the role of DNA and genes in cell division and genetic inheritance. They apply geological timescales to elaborate their explanations of both natural selection and evolution. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They compare...

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Level 10 Work Samples

This version of AusVELS does not include the work sample portfolios for Science as published on ACARA’s Australian Curriculum site. ACARA is working to review and enhance the current AC work sample portfolios. When the revised Science work sample portfolios become available, the VCAA will include them on the AusVELS site.

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