Have a read of the Victorian Curriculum (F-10) Biological Science topics we cover, as part of our Primary and Secondary Educational Incursions.  Our wildlife incursions are tailored made to cover all of the Science Understand and Inquiry Skills found within the curriculum to provide an experience that is interaction and educational. 

Science Understanding

Science as a human endeavour

  • People use science in their daily lives (VCSSU041)

Biological Science

  • Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met (VCSSU042)

  • Living things grow, change and have offspring similar to themselves (VCSSU043)


Level 3 and 4

In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students begin to develop an understanding of energy flows through simple systems. In observing day and night, and investigating the life cycles of living things, they develop an understanding of the regularity and predictability of cycles. Students order their observations by grouping and classifying and in classifying things as living or nonliving they begin to recognise that classifications are not always easy to define or apply. Their understanding of classification and form and function is broadened through an exploration of the properties of natural and processed materials. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.

Science Understanding

Science as a human endeavour

  • Science knowledge helps people to understand the effects of their actions 

Biological Science

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things 

  • Different living things have different life cycles and depend on each other and the environment to survive

Level 5 and 6

In Levels 5 and 6, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students explore how changes can be classified in different ways. Students are introduced to cause-and-effect relationships that relate to form and function through an exploration of adaptations of living things. Similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system.

Science Understanding

Science as a human endeavour

  • Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

Biological Science

  • Living things have structural features and adaptations that help them to survive in their environment

  • The growth and survival of living things are affected by the physical conditions of their environment

Level 7 and 8

In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups. They use and develop models including food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. Students link form and function at a cellular level and explore the organisation and interconnectedness of body systems.

Science Understanding

Science as a human endeavour

  • Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

Biological Science

  • There are differences within and between groups of organisms; classification helps organise this diversity

  • Cells are the basic units of living things and have specialised structures and functions

  • Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  • Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

Level 9 and 10

In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. They investigate the interdependencies between biotic and abiotic components of ecosystems. They develop a more sophisticated view of energy transfer by applying the concept of the conservation of matter in a variety of contexts. Students explore the biological, chemical, geological and physical evidence for different theories, including the theories of natural selection. Students understand that motion and forces are related by applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems on a local and global scale enabling students to predict how changes will affect equilibrium within these systems.

Science Understanding

Science as a human endeavour

  • Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

  • The values and needs of contemporary society can influence the focus of scientific research

Biological Science

  • Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

  • The transmission of heritable characteristics from one generation to the next involves DNA and genes

  • The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

Victorian Curriculum and Assessment Authority:
Victorian Curriculum: Foundation – 10 Science

Foundation to Level 2

In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe patterns of growth and change in the world around them, including weather and living things. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information. They infer simple cause and effect relationships from their observations and experiences, and link events and phenomena with observable effects.

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