High School Outcomes- Australian Curriculum 9.0

Science

Grade 10
Science as a Human Endeavour

• AC9S10H01
  explain how scientific knowledge is validated and refined, including the role of publication and peer review
• AC9S10H02
  investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering
• AC9S10H03
  analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society
• AC9S10H04
  examine how the values and needs of society influence the focus of scientific research

Science Inquiry Skills

• AC9S10I01
  develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models
• AC9S10I02
  plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place
• AC9S10I03
  select and use equipment to generate and record data with precision to obtain useful sample sizes and replicable data, using digital tools as appropriate
• AC9S10I04
  select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information
• AC9S10I05
  analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies
• AC9S10I06
  assess the validity and reproducibility of methods and evaluate the validity of conclusions and claims, including by identifying assumptions, conflicting evidence and areas of uncertainty
• AC9S10I07
  construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information
• AC9S10I08
  write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

Design and Technologies – Years 9 and 10

Processes and production skills

• AC9TDE10P01
  analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components, tools and equipment to create designed solutions
• AC9TDE10P02
  apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools
• AC9TDE10P03
  select, justify, test and use suitable technologies, skills and processes, and apply safety procedures to safely make designed solutions
• AC9TDE10P04
  develop design criteria independently including sustainability to evaluate design ideas, processes and solutions
• AC9TDE10P05
  develop project plans for intended purposes and audiences to individually and collaboratively manage projects, taking into consideration time, cost, risk, processes and production of designed solutions

High School Outcomes- Australian Curriculum 9.0

Science

Grade 9
Science as a Human Endeavour

• AC9S9H01
  explain how scientific knowledge is validated and refined, including the role of publication and peer review
• AC9S9H02
  investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering
• AC9S9H03
  analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society
• AC9S9H04
  examine how the values and needs of society influence the focus of scientific research

Science Inquiry Skills

• AC9S9I01
  develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models
• AC9S9I02
  plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place
• AC9S9I03
  select and use equipment to generate and record data with precision to obtain useful sample sizes and replicable data, using digital tools as appropriate
• AC9S9I04
  select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information
• AC9S9I05
  analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies
• AC9S9I06
  assess the validity and reproducibility of methods and evaluate the validity of conclusions and claims, including by identifying assumptions, conflicting evidence and areas of uncertainty
• AC9S9I07
  construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information
• AC9S9I08
  write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

Design and Technologies – Years 9 and 10

Processes and production skills

• AC9TDE10P01
  analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components, tools and equipment to create designed solutions
• AC9TDE10P02
  apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools
• AC9TDE10P03
  select, justify, test and use suitable technologies, skills and processes, and apply safety procedures to safely make designed solutions
• AC9TDE10P04
  develop design criteria independently including sustainability to evaluate design ideas, processes and solutions
• AC9TDE10P05
  develop project plans for intended purposes and audiences to individually and collaboratively manage projects, taking into consideration time, cost, risk, processes and production of designed solutions

High School Outcomes- Australian Curriculum 9.0

Science

Grade 8
Science as a Human Endeavour

• AC9S8H01
  explain how new evidence or different perspectives can lead to changes in scientific knowledge
• AC9S8H02
  investigate how cultural perspectives and world views influence the development of scientific knowledge
• AC9S8H03
  examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations
• AC9S8H04
  explore the role of science communication in informing individual viewpoints and community policies and regulations

Science Inquiry Skills

• AC9S8I01
  develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships
• AC9S8I02
  plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place
• AC9S8I03
  select and use equipment to generate and record data with precision, using digital tools as appropriate
• AC9S8I04
  select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information
• AC9S8I05
  analyse data and information to describe patterns, trends and relationships and identify anomalies
• AC9S8I06
  analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions
• AC9S8I07
  construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information
• AC9S8I08
  write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

Design and Technologies – Years 7 and 8

Processes and production skills

• AC9TDE8P01
  analyse needs or opportunities for designing, and investigate and select materials, components, tools, equipment and processes to create designed solutions
• AC9TDE8P02
  generate, test, iterate and communicate design ideas, processes and solutions using technical terms and graphical representation techniques, including using digital tools
• AC9TDE8P03
  select, justify and use suitable materials, components, tools, equipment, skills and processes to safely make designed solutions
• AC9TDE8P04
  develop design criteria collaboratively including sustainability to evaluate design ideas, processes and solutions
• AC9TDE8P05
  develop project plans to individually and collaboratively manage time, cost and production of designed solutions

High School Outcomes- Australian Curriculum 9.0

Science

Grade 7
Science as a Human Endeavour

• AC9S7H01
  explain how new evidence or different perspectives can lead to changes in scientific knowledge
• AC9S7H02
  investigate how cultural perspectives and world views influence the development of scientific knowledge
• AC9S7H03
  examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations
• AC9S7H04
  explore the role of science communication in informing individual viewpoints and community policies and regulations

Science Inquiry Skills

• AC9S7I01
  develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships
• AC9S7I02
  plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place
• AC9S7I03
  select and use equipment to generate and record data with precision, using digital tools as appropriate
• AC9S7I04
  select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information
• AC9S7I05
  analyse data and information to describe patterns, trends and relationships and identify anomalies
• AC9S7I06
  analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions
• AC9S7I07
  construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information
• AC9S7I08
  write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

Design and Technologies – Years 7 and 8

Processes and production skills

• AC9TDE8P01
  analyse needs or opportunities for designing, and investigate and select materials, components, tools, equipment and processes to create designed solutions
• AC9TDE8P02
  generate, test, iterate and communicate design ideas, processes and solutions using technical terms and graphical representation techniques, including using digital tools
• AC9TDE8P03
  select, justify and use suitable materials, components, tools, equipment, skills and processes to safely make designed solutions
• AC9TDE8P04
  develop design criteria collaboratively including sustainability to evaluate design ideas, processes and solutions
• AC9TDE8P05
  develop project plans to individually and collaboratively manage time, cost and production of designed solutions

NSW Years 7–10 Syllabus

Science 7–10 Syllabus (2023)

Stage 5
– iSTEM

This is a NSW Department of Education-approved elective that follows the iSTEM Engineering Design process. Use the iSTEM Process guide to describe different activities.

A student:

• ST5-1 designs and develops creative, innovative, and enterprising solutions to a wide range of STEM-based problems
• ST5-2 demonstrates critical thinking, creativity, problem solving, entrepreneurship and engineering design skills and decision-making techniques in a range of STEM contexts
• ST5-3 applies engineering design processes to address real-world STEM-based problems
• ST5-4 works independently and collaboratively to produce practical solutions to real-world scenarios
• ST5-5 analyses a range of contexts and applies STEM principles and processes
• ST5-6 selects and safely uses a range of technologies in the development, evaluation, and presentation of solutions to STEM-based problems
• ST5-7 selects and applies project management strategies when developing and evaluating STEM-based design solutions
• ST5-8 uses a range of techniques and technologies, to communicate design solutions and technical information for a range of audiences
• ST5-9 collects, organises, and interprets data sets, using appropriate mathematical and statistical methods to inform and evaluate design decisions
• ST5-10 analyses and evaluates the impact of STEM on society and describes the scope and pathways into employment.

Stage 5
– Science 7–10 Syllabus (2023)

A student:

• SC5-WS-01
  selects and uses scientific tools and instruments for accurate observations
• SC5-WS-02
  develops questions and hypotheses for scientific investigation
• SC5-WS-03
  designs safe, ethical, valid and reliable investigations
• SC5-WS-04
  follows a planned procedure to undertake safe, ethical, valid and reliable investigations
• SC5-WS-05
  selects and uses a range of tools to process and represent data
• SC5-WS-06
  analyses data from investigations to identify trends, patterns and relationships, and draws conclusions
• SC5-WS-07
  selects suitable problem-solving strategies and evaluates proposed solutions to identified problems
• SC5-WS-08
  communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms
• SC5-DA2-01
  assesses the use of scientific knowledge and data in evidence-based decisions and when verifying the legitimacy of claims

Stage 5
– Design Innovation Technology 7–10 Syllabus (2025)

A student:

• DIT5-SAF-01
  applies risk management and safe work practices through design and production
• DIT5-COM-01
  communicates ideas, concepts, processes and solutions for design and production
• DIT5-DEP-01
  applies technical and practical skills for design and production
• DIT5-MAT-01
  selects and justifies the use of materials based on their properties and suitability for purpose
• DIT5-WOR-01
  evaluates the responsibilities of designers and factors affecting their work
• DIT5-USR-01
  assesses the needs of end users to support innovative design solutions
• DIT5-EVL-01
  develops and evaluates innovative design solutions using quality principles and design processes
• DIT5-IVT-01
  explains the influence of current and emerging technologies on the practice of designers

NSW Years 7–10 Syllabus

Stage 4
– 7 to 10 Science 7–10 Syllabus (2023)

• SC4-WS-01
  uses scientific tools and instruments for observations
• SC4-WS-02
  identifies questions and makes predictions to guide scientific investigations
• SC4-WS-03
  plans safe and valid investigations
• SC4-WS-04
  follows a planned procedure to undertake safe and valid investigations
• SC4-WS-05
  uses a variety of ways to process and represent data
• SC4-WS-06
  uses data to identify trends, patterns and relationships, and draw conclusions
• SC4-WS-07
  identifies problem-solving strategies and proposes solutions
• SC4-WS-08
  communicates scientific concepts and ideas using a range of communication forms

Stage 4
– Design Innovation Technology 7–10 Syllabus (2025)

A student:

• DIT5-SAF-01
  applies risk management and safe work practices through design and production
• DIT5-COM-01
  communicates ideas, concepts, processes and solutions for design and production
• DIT5-DEP-01
  applies technical and practical skills for design and production
• DIT5-MAT-01
  selects and justifies the use of materials based on their properties and suitability for purpose
• DIT5-WOR-01
  evaluates the responsibilities of designers and factors affecting their work
• DIT5-USR-01
  assesses the needs of end users to support innovative design solutions
• DIT5-EVL-01
  develops and evaluates innovative design solutions using quality principles and design processes
• DIT5-IVT-01
  explains the influence of current and emerging technologies on the practice of designers

High School Outcomes- Victorian Curriculum 2.0

Science

Levels 9 & 10
Science as a Human Endeavour

• scientific knowledge is contestable and is validated and refined over time through expanding scientific methods, replication, publication, peer review and consensus VC2S10H01
• advances in technologies have enabled advances in science, while science has contributed to developments in technologies and engineering VC2S10H02
• the use of scientific knowledge to address socio-scientific issues and shape a more sustainable future for humans and the environment may have diverse projected outcomes that affect the extent to which scientific knowledge and practices are adopted more broadly by society VC2S10H03
• scientific knowledge may be interpreted in different ways by individuals and groups in society; the values and needs of society can influence the focus of scientific research VC2S10H04

Science Inquiry Skills

• valid, reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying and controlling for possible sources of error and bias in sampling or in making observations; safe, ethical investigations include undertaking risk assessments and following protocols when accessing cultural sites and artefacts on Country and Place VC2S10I02
• equipment can be selected and used to generate and record data sets that show precision, including consideration of sample size and using digital tools as appropriate VC2S10I03
• data and information can be organised, processed and summarised by selecting and constructing representations including tables, graphs, descriptive statistics, models, symbols, formulas and mathematical relationships VC2S10I04
• information and processed data can be analysed and compared to identify and explain qualitative and quantitative patterns, trends, relationships and anomalies VC2S10I05
• the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty VC2S10I06
• arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information VC2S10I07
• communicating and justifying scientific ideas, findings and arguments for diverse audiences involves the selection of appropriate presentation formats, content, scientific vocabulary, conventions, models and other representations, and may include the use of digital tools VC2S10I08

Design and Technologies – Years 9 & 10

Creating Designed Solutions

• analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components and tools to create designed solutions VC2TDE10D01
• apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, using technical terms and graphical representation techniques and appropriate attributions using manual and digital tools VC2TDE10D02
• select, justify, test and use suitable technologies, including processes, and skills, and apply safety procedures to safely make designed solutions VC2TDE10D03
• develop design criteria including sustainability to evaluate design ideas, processes and solutions VC2TDE10D04
• develop project management plans for intended purposes and audiences to individually and collaboratively and in teams manage projects, taking into consideration time, cost, risk, processes and production of designed solutions VC2TDE10D05

High School Outcomes- Victorian Curriculum 2.0

Science

Levels 7 & 8
Science as a Human Endeavour

• scientific knowledge, including models and theories, can change because of new evidence VC2S8H01
• multidisciplinary endeavours to advance scientific knowledge make use of people’s different perspectives and worldviews VC2S8H02
• proposed scientific responses to socio-scientific issues impact on society and may involve ethical, environmental, social and economic considerations VC2S8H03
• communication of scientific knowledge has a role in informing individual viewpoints, and community policies and regulations VC2S8H04

Science Inquiry Skills

• investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models VC2S8I01
• reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying independent, dependent and controlled variables where applicable, stating assumptions, recognising and managing risks, considering ethical issues and following protocols when accessing cultural sites and artefacts on Country and Place VC2S8I02
• equipment can be selected and used to generate and record data with attention to precision, using digital tools as appropriate VC2S8I03
• data and information can be organised and processed by selecting and constructing representations including tables, graphs, keys, models and mathematical relationships VC2S8I04
• information and processed data can be analysed to show patterns, trends and relationships, and to identify anomalies VC2S8I05
• scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions VC2S8I06
• evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information VC2S8I07
• communicating ideas, findings and arguments for specific purposes and audiences involves the selection and use of appropriate presentation formats, scientific vocabulary, models and other representations, and may include the use of digital tools VC2S8I08

Design and Technologies – Years 9 & 10

Creating Designed Solutions

• explain needs or opportunities for designing, and investigate and select tools, materials, processes and components to create designed solutions VC2TDE8D01
• generate, test, iterate and communicate design ideas, processes and solutions using technical terms and graphical representation techniques and appropriate attributions, using manual and digital tools VC2TDE8D02
• select, justify and use suitable tools, materials, processes and components to safely make designed solutions VC2TDE8D03
• collaboratively develop design criteria that include ethical considerations to evaluate design ideas, processes and solutions VC2TDE8D04
• develop project plans to individually, collaboratively and in teams manage time, cost and production of designed solutions VC2TDE8D05

Primary School Outcomes

Australian Curriculum 9.0

Science

Grade 6
Science as a Human Endeavour

• AC9S6H01
  examine why advances in science are often the result of collaboration or build on the work of others
• AC9S6H02
  investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions

Science Inquiry Skills

• AC9S6I01
  pose investigable questions to identify patterns and test relationships and make reasoned predictions
• AC9S6I02
  plan and conduct repeatable investigations to answer questions including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
• AC9S6I03
  use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
• AC9S6I04
  construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
• AC9S6I05
  compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions
• AC9S6I06
  write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Design and Technologies – Years 5 & 6

Processes and production skills

• AC9TDE6P01
  investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions
• AC9TDE6P02
  generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
• AC9TDE6P03
  select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions
• AC9TDE6P04
  negotiate design criteria including sustainability to evaluate design ideas, processes and solutions
• AC9TDE6P05
  develop project plans that include consideration of resources to individually and collaboratively make designed solutions

Primary School Outcomes

Australian Curriculum 9.0

Science

Grade 5
Science as a Human Endeavour

• AC9S5H01
  examine why advances in science are often the result of collaboration or build on the work of others
• AC9S5H02
  investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions

Science Inquiry Skills

• AC9S5I01
  pose investigable questions to identify patterns and test relationships and make reasoned predictions
• AC9S5I02
  plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
• AC9S5I03
  use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
• AC9S5I04
  construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
• AC9S5I05
  compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions
• AC9S5I06
  write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Design and Technologies – Years 5 & 6

Processes and production skills

• AC9TDE6P01
  investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions
• AC9TDE6P02
  generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
• AC9TDE6P03
  select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions
• AC9TDE6P04
  negotiate design criteria including sustainability to evaluate design ideas, processes and solutions
• AC9TDE6P05
  develop project plans that include consideration of resources to individually and collaboratively make designed solutions

NSW Science and Technology K–6 Syllabus (2024)

Stage 3

A student

• ST3-PQU-01
  poses questions to identify variables and conducts fair tests to gather data
• ST3-DAT-01
  interprets data to support explanations and arguments

NSW Science and Technology K–6 Syllabus

Stage 3

A student

• ST3-1WS-S
  plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions
• ST3-2DP-T
  plans and uses materials, tools and equipment to develop solutions for a need or opportunity
• ST3-3DP-T
  defines problems, and designs, modifies and follows algorithms to develop solutions
• ST3-11DI-T
  explains how digital systems represent data, connect together to form networks and transmit data

Primary School Outcomes- Victorian Curriculum 2.0

Science

Levels 5 & 6
Science as a Human Endeavour

• scientific knowledge changes over time, often resulting from collaboration or by building on the work of others, and leads to advances in science VC2S6H01
• scientific knowledge, skills and data can be used by individuals and communities to identify problems, consider responses and make decisions VC2S6H02

Science Inquiry Skills

• investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships VC2S6I01
• repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas VC2S6I02
• equipment can be used to observe, generate, measure and record data with reasonable precision for repeated measurements, using digital tools as appropriate VC2S6I03
• data and information can be organised and processed to show patterns, trends and relationships by constructing representations including tables, graphs and visual or physical models VC2S6I04
• methods and findings can be compared with those of others to identify sources of error, to select evidence in support of reasoned explanations and conclusions, and to develop further questions for investigation VC2S6I05
• scientific ideas, findings, patterns, trends and relationships can be communicated for a specific purpose and audience, using various presentation formats, scientific vocabulary and digital tools as appropriate VC2S6I06

Design and Technologies – Years 9 & 10

Creating Designed Solutions

• investigate needs or opportunities for designing, and the materials, components, tools and processes needed to create designed solutions VC2TDE6D01
• generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, using manual and digital tools VC2TDE6D02
• select, explain and use suitable materials, components, tools and techniques to safely make designed solutions VC2TDE6D03
• negotiate design criteria that address ethical considerations, including sustainability, to evaluate design ideas, processes and solutions VC2TDE6D04
• develop project plans that include consideration of resources to individually and collaboratively make designed solutions VC2TDE6D05

Primary School Outcomes- Victorian Curriculum – Geography

Levels 5 & 6

Place, space & interconnection

• Describe and explain the diverse characteristics of places in different locations from local to global scales
• Describe and explain interconnections within places and between places, and the effects of these interconnections

Factors that shape places and influence interconnections

• Environmental and human influences on the location and characteristics of places and the management of spaces within them