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
At Level 9, the student is working towards the Level 10 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 the properties of a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion. They explain natural radioactivity in terms of atoms and energy change. They explain how different factors influence the rate of reactions. They explain global features and events in terms of geological processes and timescales, and describe and analyse interactions and cycles within and between Earth’s spheres. They give both qualitative and quantitative explanations of the relationships between distance, speed, acceleration, mass and force to predict and explain motion. Students analyse how the models and theories they use 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.
Students develop questions and hypotheses that can be investigated using a range of inquiry skills. They independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and systematic collection of data. They explain how they have considered reliability, safety, fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between variables and identify sources of uncertainty. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and use appropriate scientific language, representations and text types when communicating their findings and ideas for specific purposes.
Earth and space sciences
Science as a Human Endeavour