AusVELS Levels 5 and 6

In Science, achievement standards describe the quality of learning that would indicate the student is well placed to commence the learning required at the next level of achievement.

In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content descriptions of the Science Understanding, Science as a Human Endeavour, Science Inquiry Skills strand of the science curriculum.

To explore how concepts are related, go to the Concept Development Maps.

To view all information on the AusVELS go to the AusVELS site.

Science achievement standardsFocus Ideas including teaching activities

At Level 5, the student is working towards the Level 6 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 and describe the effect of environmental changes on individual living things. Students explain how scientific knowledge develops from many people’s contributions and how scientific understandings, discoveries and inventions affect peoples’ lives.

Students follow procedures to develop questions that they can investigate and design investigations into simple cause-and-effect relationships. When planning experimental methods, they identify variables to be changed and measured in fair tests. They make predictions based on general rules or previous experiences. They identify and manage potential safety risks. They make and record accurate observations as tables, diagrams or descriptions. They organise data into tables and graphs to identify and analyse patterns and relationships. They suggest where improvements to their experimental methods or research could improve the quality of their data. They refer to data when they report findings and communicate their ideas, methods and findings using a range of text types.

Physical sciences

Biological sciences

Chemical sciences

Earth and space sciences

Science Inquiry Skills