The Curriculum and iQuest
This page identifies the VELS/AUSVELS levels used in our inquiry unit. Each level will be examined in relation to our unit on Endangered Animals and will demonstrate key understandings or skills we wish for students to learn.
Aspects of the inquiry unit relating to AUSVELS
Sustainability in Science
Sustainability is one of the three cross-curriculum priorities deeply rooted in the Australian curriculum. Sustainability in science provides students with a context to explore, investigate and understand. Our topic, Endangered Animals, supports this area of learning as it allows students to understand that science provides us with the ability to make decisions, and more importantly, that our decisions can impact on our planet. Students will develop an understanding that science can be used to predict the effects of human and other activity and students will establish management plans to minimise these effects.
Science
Communicating
Level 3 and 4-
Students will demonstrate and communicate their ideas and findings in a number of ways, using charts, diagrams, concept maps, reflection writing and posters.
Civics and Citizenship
Level 3 and Level 4-
From their research, students will gain knowledge and an understanding about their environment and community. Students will also consider how individuals can make a difference in their community by caring for the environment and working to improve it.
Information and Communications Technology (ICT)
Level 3 and Level 4-
Students will use ICT to construct simple concept maps, fish bone organisers and timelines in order to visualise thinking. This will enable students to identify relationships between concepts, facts and ideas.
Thinking Processes
Level 3 and Level 4-
Students will develop strategies for organising and summarising ideas from a variety of sources, and will also reflect on what they thought about the unit. This will enable them to construct knowledge. Through engaging with new ideas, students will explore the concepts creatively working towards developing an awareness in their school community.
Sustainability is one of the three cross-curriculum priorities deeply rooted in the Australian curriculum. Sustainability in science provides students with a context to explore, investigate and understand. Our topic, Endangered Animals, supports this area of learning as it allows students to understand that science provides us with the ability to make decisions, and more importantly, that our decisions can impact on our planet. Students will develop an understanding that science can be used to predict the effects of human and other activity and students will establish management plans to minimise these effects.
Science
Communicating
Level 3 and 4-
Students will demonstrate and communicate their ideas and findings in a number of ways, using charts, diagrams, concept maps, reflection writing and posters.
Civics and Citizenship
Level 3 and Level 4-
From their research, students will gain knowledge and an understanding about their environment and community. Students will also consider how individuals can make a difference in their community by caring for the environment and working to improve it.
Information and Communications Technology (ICT)
Level 3 and Level 4-
Students will use ICT to construct simple concept maps, fish bone organisers and timelines in order to visualise thinking. This will enable students to identify relationships between concepts, facts and ideas.
Thinking Processes
Level 3 and Level 4-
Students will develop strategies for organising and summarising ideas from a variety of sources, and will also reflect on what they thought about the unit. This will enable them to construct knowledge. Through engaging with new ideas, students will explore the concepts creatively working towards developing an awareness in their school community.
Aspects of the inquiry unit relating to VELS
Science
Science at work
Progression Point 3.5-
Students wil develop an awareness of sustainable practices that may be undertaken in their homes or community in order to care for their environment and protect endangered animals.
Science knowledge and understanding
Progression point 3.75-
Students will develop an understanding of the consequences of change (cause and effect) as they study their environment and appreciate the impact of their actions on the planet.
Civics and Citizenship
Community engagement
Progression Point 3.25-
Students will select an endangered animal and suggest an action that they and their community might take to solve the problem.
Progression Point 3.75-
Students will select an endangered animal and provide evidence and suggestions as to how governments and citizens can take action to solve the problem.
Information and Communications Technology
ICT for visualising thinking
Progression Point 3.25 and 3.75-
Students will create graphic organisers, for example concept maps, using programs they are familiar with, such as Inspiration.
Thinking Processes
Reasoning, processing and inquiry
Progression Point 3.5-
Through their organisation of information collected through the inquiry unit, students will develop conceptual knowledge which will assist them with decision-making.
Creativity
Progression Point 3.25-
Students will identify ideas and provide their school community with solutions to protect the environment and endangered animals.
Science at work
Progression Point 3.5-
Students wil develop an awareness of sustainable practices that may be undertaken in their homes or community in order to care for their environment and protect endangered animals.
Science knowledge and understanding
Progression point 3.75-
Students will develop an understanding of the consequences of change (cause and effect) as they study their environment and appreciate the impact of their actions on the planet.
Civics and Citizenship
Community engagement
Progression Point 3.25-
Students will select an endangered animal and suggest an action that they and their community might take to solve the problem.
Progression Point 3.75-
Students will select an endangered animal and provide evidence and suggestions as to how governments and citizens can take action to solve the problem.
Information and Communications Technology
ICT for visualising thinking
Progression Point 3.25 and 3.75-
Students will create graphic organisers, for example concept maps, using programs they are familiar with, such as Inspiration.
Thinking Processes
Reasoning, processing and inquiry
Progression Point 3.5-
Through their organisation of information collected through the inquiry unit, students will develop conceptual knowledge which will assist them with decision-making.
Creativity
Progression Point 3.25-
Students will identify ideas and provide their school community with solutions to protect the environment and endangered animals.