Level 1 and 2
In Science, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.
Use the learning focus statements to determine focus ideas to explore with your students as they progress towards the Level 3 standard.
To explore how concepts are related, go to the Concept Development Maps.
To view all information on the Victorian Essential Learning Standards go to the VCAA site (http://vels.vcaa.vic.edu.au).
| Learning focus statements | Focus Ideas supporting attainment of the Level 3 standard |
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Level 1: As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around them; for example, day and night, the seasons, and living and non-living things. They describe their activities and observations using both general and science-specific language; for example, hard, soft, long, short, big, small, strong and weak. Through sorting objects according to basic criteria such as size, shape, colour and weight, they identify and describe the similarities and differences between them. By participating in very simple investigations involving observation and measurement (for example, making and flying kites, saving water and measuring plant growth) they learn about basic procedures and processes, including collecting and recording data. They display, and make generalisations from their data. They become aware of using safe procedures in their activities. |
Forces and Motion Living Things Matter and Energy Science Skills |
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Level 2: As students work towards the achievement of Level 3 standards in Science, they observe and describe phenomena; for example, properties of natural and manufactured materials, insect life cycles, phases of the moon, magnets in action, mirrors and seeing around corners, and light and sound from batteries. Students expand their simple scientific vocabulary by using words and terms for concepts such as temperature, life cycles, light and reflection, sound, magnetism and fair testing. Students begin to generate questions about situations and phenomena, and suggest forms of observations and measurements that are appropriate for the investigation of their questions; for example, 'Which keeps food fresher, paper or plastic?’ and 'What makes sounds change?’ They continue to practise basic procedures and processes, including those involving safety. They investigate ways of reducing waste in their classroom; for example, recycling and composting. They repeat observations over time to make predictions; for example, collecting data about the weather. They begin to recognise simple patterns in data and describe them in terms that represent conclusions drawn from the data. Suitable questions may include: 'Does the size of seeds affect the time taken for them to germinate?’, 'Does all chocolate melt at the same temperature?’ and 'Are shadows the same size?’ |