AusVELS Levels 7 and 8

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

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 7, the student is working towards the Level 8 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 based on observable similarities and differences. They predict the effect of environmental changes on feeding relationships. They distinguish between different types of simple machines and predict, represent and analyse the effects of unbalanced forces, including Earth’s gravity, on motion. They compare processes of rock formation, including the time scales involved, and analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They model how the relative positions of Earth, sun and moon affect phenomena on Earth. 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.

Students identify and construct questions and problems that they can investigate scientifically. They plan experiments, identifying variables to be changed, measured and controlled. They consider accuracy and ethics when planning investigations, including designing field or experimental methods. Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate scientific language and representations to communicate science ideas, methods and findings in a range of text types.

Physical sciences

Biological sciences

Chemical sciences

Earth and space sciences

Science as a Human Endeavour