Curriculum strand
Biological Sciences Incursions
Living things, what they need, and how they change as they grow. Two incursions covering the Biological Sciences sub-strand of the Victorian Curriculum 2.0, for Foundation to Year 4.
$490 + GST per session, flat. No per-student fees. Bookings have a 2-session minimum.
What the Biological Sciences strand actually covers
Biological Sciences is the Science Understanding sub-strand about living things: what they need to survive, how they are alike and different, and how they grow and change through predictable stages. In the Foundation to Level 2 band that means noticing needs and observable features. By Levels 3 to 4 students are describing life cycles and the sequence of stages within them.
The problem with teaching this strand is that biology happens on a timescale a lesson does not have. A life cycle diagram on a worksheet gives students the answer before they have asked the question. They memorise a sequence of arrows instead of observing a living thing and working out what stage it is in and what comes next.
Our life cycle sessions put real specimens and real materials on the desk, so the sequence is something students construct from evidence rather than copy from a page. Two programs sit in this strand, one for Foundation to Year 2 and one for Year 3 and 4, each pitched at its own band's content descriptions.
Curriculum coverage
The distinct Victorian Curriculum v2.0 content descriptions addressed across the programs on this page.
- VC2S2U03Core
Living things have external features, including flowers and fruit in plants, that help them survive in their environment. View on VCAA ↗
- VC2S2U02Core
Plants and animals have basic needs, including food, water and shelter, and habitats meet these needs in different ways. View on VCAA ↗
- VC2S2I01Core
Experiences and observations can be used as a basis for posing questions and making predictions about familiar objects and events. View on VCAA ↗
- VC2S4U02Core
Different living things have different life cycles, and offspring are similar to but not identical to their parents. View on VCAA ↗
- VC2S4I01Core
Observations can be used to pose questions and make predictions to guide an investigation, including predicting what comes next in a sequence. View on VCAA ↗
- VC2S4U03Related
Living things can be classified as producers, consumers or decomposers, and these roles form food chains within a habitat. View on VCAA ↗
- VC2S4H01Related
Data collected from students' own investigations can be used to explain natural phenomena and everyday observations. View on VCAA ↗
2 programs in this group
Biological Sciences
Life Cycles
Students sort living and non-living specimens, model pollination with pipe-cleaner bees, examine seeds, set up their own mini-greenhouse, and observe live mealworms at different life stages.
Biological Sciences
Life Cycles
Students compare the life cycles of plants, insects and amphibians, investigate pollination and seed dispersal, and observe live mealworms to track an insect life cycle in action.
Common questions
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Get a quote for Biological Sciences incursions
Tell us your year levels and the term you're planning for. We'll confirm availability and send a quote — no per-student fees, no surprises.
Limited dates each term — one facilitator, one school per day.