The Level 5 and 6 curriculum introduces students to the key values of Australia’s liberal democratic system of government and the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn about representative democracy and voting processes in Australia. Students expand on their knowledge of the law...
The Level 5 and 6 curriculum introduces students to the key values of Australia’s liberal democratic system of government and the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn about representative democracy and voting processes in Australia. Students expand on their knowledge of the law by studying how laws affect the lives of citizens as well as how state/territory and federal laws are made in a parliamentary system. Students investigate the role of groups in our community and examine the rights and responsibilities of Australian citizens. They explore the obligations that people may have as global citizens.
Key questions
What is democracy in Australia and why is voting in a democracy important?
What are the roles and responsibilities of the different levels of government in Australia?
How are laws developed and enforced in Australia?
How and why do people participate in groups to achieve shared goals?
What does it mean to be an Australian citizen?
By the end of Level 6, students identify the values that underpin Australia’s democracy and explain the importance of the electoral process. They describe the purpose of key institutions and levels of government in Australia’s democracy. They explain the role of different people in Australia’s legal system and the role of parliaments in creating law. They identify various ways people can participate effectively in groups to achieve shared goals. Students explain what it means to be an Australian citizen and how people can participate as global citizens. They analyse contemporary issues and use evidence to support a point of view about civics and citizenship issues. They identify possible solutions to an issue as part of a plan for action.
In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understanding to test the strength of thinking. Students develop their capacity to deliberately manage their thinking. Students explore common errors that can occur in thinking.
By the end of Level 6, students apply questioning as a tool to focus or expand thinking. They use appropriate techniques to copy, borrow and compare aspects of existing solutions in order to identify relationships and apply these to new situations.
Students distinguish between valid and sound arguments and between deductive and inductive reasoning. They explain how reasons and evidence can be evaluated. They explain and apply basic techniques to construct valid arguments and test the strength of arguments.
Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. Students disaggregate ideas and problems into smaller elements or ideas, develop criteria to assess and test thinking, and identify and seek out new relevant information as required.
In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.
Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend their ability to manipulate the elements of dance and use compositional devices to create more complex movements.
As they make and respond to dance as artists and audiences, students develop their awareness of how dance can communicate ideas about the past, present and future, about different environments, and cultural contexts.
By the end of Level 6, students structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice.
Students explain how the elements of dance, choreographic devices and production elements communicate ideas and intentions in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts and discuss how these influence their dance making.
In Levels 5 and 6, students critically examine technologies that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.
Students engage with ideas beyond the familiar, exploring how design and technologies and...
In Levels 5 and 6, students critically examine technologies that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.
Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.
Using a range of technologies to communicate, including a variety of graphical representation techniques, students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products function, and recognise and use a range of drawing symbols in context to give meaning and direction.
Students work to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when creating designed solutions.
Students will have the opportunity to create designed solutions at least once in four technologies contexts:
By the end of Level 6 students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts, suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.
In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems.
They learn to develop abstractions further by identifying...
In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems.
They learn to develop abstractions further by identifying common elements across similar problems and systems and to develop an understanding of the relationship between models and the real-world systems they represent.
When creating solutions, students analyse problems clearly by defining appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when developing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own solutions and existing information systems.
Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.
Across the band, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.
By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.
Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols.
Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account.
In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.
Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and time. They explore language and ideas to create dramatic action and consider mood and atmosphere...
In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.
Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and time. They explore language and ideas to create dramatic action and consider mood and atmosphere in performance. They use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain drama for audiences.
Students continue their learning about drama from a range of cultures, times and locations, both in their community and in other locations. As they make and respond to drama, students explore social and cultural contexts of drama considering how different types of drama develop narrative, drive dramatic tension and use performance styles and symbolism to communicate ideas
Students maintain safety in dramatic play and in interaction with other actors. Their understanding of the roles of artists and audiences builds upon previous bands as students engage with more diverse performances.
By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.
Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.
In Levels 5 and 6, students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.
Students examine the choices made by consumers and businesses arising from the concept of scarcity. The limited...
In Levels 5 and 6, students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.
Students examine the choices made by consumers and businesses arising from the concept of scarcity. The limited resources available means that unlimited needs and wants cannot be met, so choices about what to purchase and how goods and services are produced and distributed must be made. Students consider factors influencing these choices and the strategies that help with these decisions, as well as the effect of consumer and financial decisions on individuals, families, the community and the environment.
Work is an essential part of society. Students consider the nature of work, and the influences on the way people work in today’s society, and potential influences in the future. Students identify particular enterprising behaviours and capabilities and why they are important in everyday life. The emphasis in Levels 5 and 6 is on personal, community or regional issues or events, with opportunities for concepts to be considered in national, regional or global contexts where appropriate.
Key questions:
By the end of Level 6, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They recognise that consumer choices and financial decisions are influenced by a range of factors and describe the effects of these choices and decisions on themselves, their family, others, the economy and the natural, economic and business environments. Students identify strategies that will assist in making informed consumer and financial decisions. They explain the purpose of business and recognise the different ways that businesses choose to provide goods and services. Students outline the many reasons why people work and describe the changing nature of work. They describe the nature of enterprising behaviours and capabilities and explain why these behaviours are important for individuals and businesses. Students outline the advantages and disadvantages of proposed actions in response to an economics and/or business issue or event and identify the possible effects of their decisions on themselves and others.
In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well...
In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.
Literary texts that support and extend students in Levels 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.
By the end of Level 6, students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts. They understand how the use of text structures can achieve particular effects and can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They use banks of known words and the less familiar words they encounter to create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar and make considered choices from an expanding vocabulary to enhance cohesion and structure in their writing. They also use accurate spelling and punctuation for clarity, provide feedback on the work of their peers and can make and explain editorial choices based on agreed criteria.
Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.
In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking about the consequences and duties. Students develop an understanding that a range of factors play a role in ethical decision-making.
By the end of Level 6, students evaluate the meaning of ethical concepts and analyse their value, identifying areas of contestability. They explain different ways to respond to ethical problems and identify issues related to these.
Students identify different ethical issues associated with a particular problem. They identify the basis of a range of ethical principles and explain the role and significance of conscience and reasoning in ethical decision-making.
In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places.
In exploring...
In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places.
In exploring the interconnections between people and environments, students examine how environmental characteristics such as climate and landforms influence the human characteristics of places, and how human actions influence the environmental characteristics of places. They also examine how human decisions and actions influence the way spaces within places are organised and managed. They learn that some climates produce hazards such as bushfires and floods that threaten the safety of places and gain an understanding of the application of the principles of prevention, mitigation and preparedness as ways of reducing the effects of these hazards.
Key questions:
By the end of Level 6, students describe and explain spatial characteristics and characteristics of places from local to global scales. They describe and explain interconnections and their effects. They identify and describe locations including the major countries of Europe, North America and Asia.
They identify and compare responses to a geographical challenge, describing the expected effects on different groups.
They ethically collect and record relevant geographical data and information and represent data and information in forms including diagrams, field sketches and large scale and small scale maps that conform to cartographic conventions.
They interpret geographical data and information, and use geographical terminology, to identify and develop descriptions, explanations and conclusions. They use digital and spatial technologies to represent and interpret data and information.
The Levels 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships...
The Levels 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. They also explore a range of factors and behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations in a range of settings, including indoor, outdoor and aquatic. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Levels 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to communicate and problem-solve in teams or groups in movement settings.
By Level 6, it is anticipated that students should be able to demonstrate the knowledge and skills identified in the Victorian Water Safety Certificate.
The focus areas to be addressed in Levels 5 and 6 include, but are not limited to:
By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how community wellbeing is supported by celebrating diversity and connecting to the natural and built environment.
Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information. They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.
From Colony to Nation
In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic...
From Colony to Nation
In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. Students understand the significance of Australia’s British heritage, the Westminster system, and other models that influenced the development of Australia’s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.
In this band, students will apply the following historical concepts and skills to the historical knowledge: sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing causes and effect and determining historical significance.
Key questions:
By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. They identify a range of sources and locate and compare information about the origin, content features and the purpose of historical sources. Students describe the historical context of these sources to describe perspectives of people from the past and recognise different points of view. Students develop texts, particularly narratives and descriptions of continuity and change. In developing these texts and organising and presenting their information, students create an explanation about a past event, person or group using sources of evidence and historical terms and concepts.
In Levels 5 and 6, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about diverse cultural practices and beliefs and how they compare with their own. This includes religious beliefs, traditional celebrations, family relationships, gender roles, daily routines, leisure activities and language.
The curriculum provides the opportunity for students to explore aspects of their life that are culturally determined. Students further develop their awareness of cultural diversity and reflect on intercultural experiences and how this influences their own personal attitudes and beliefs.
By the end of Level 6, students demonstrate an understanding of how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.
Students identify the barriers to and means of reaching understandings within and between culturally diverse groups and the ways in which effective engagement with those groups is promoted or inhibited.
In Level 6, students work with prime, composite, square and triangular numbers and carry out mental, written and technology based computation to solve whole number problems involving all four operations. They explore everyday situations involving integers, and use a number line to represent them. They scale decimals by powers of ten, and add and subtract decimals with and without technology,...
In Level 6, students work with prime, composite, square and triangular numbers and carry out mental, written and technology based computation to solve whole number problems involving all four operations. They explore everyday situations involving integers, and use a number line to represent them. They scale decimals by powers of ten, and add and subtract decimals with and without technology, and estimate their answers. Students calculate simple percentage discounts, multiply decimals by whole numbers, carry out divisions with terminating decimal remainders, and use simple fraction, decimal and percentage equivalences with and without technology. They create sequences involving whole numbers, fractions and decimals, describe their rules, and use brackets and order of operations to write number sentences involving multiple operations.
Students use decimals for metric measurement, convert between units, recognise the prefixes used in metric measurements, and relate and compare measures and units, including capacity and volume. They develop and use timetables. Students investigate combinations of transformations with and without technology, and use the Cartesian coordinate system to describe location in the plane. They investigate the sum of angles at a point on a line and vertically opposite angles.
Students carry out experiments involving chance with and without technology, compare variation in frequencies across experiments with expected frequencies, and use fractions, decimals and percentages to describe probabilities. They interpret a range of data displays, including those for two categorical variables, and interpret data presented in the media.
Number and Algebra
Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. They make connections between the powers of 10 and the multiplication and division of decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational. Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane.
Measurement and Geometry
Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving time, length and area, and make connections between capacity and volume. Students interpret a variety of everyday timetables. They solve problems using the properties of angles and investigate simple combinations of transformations in the plane, with and without the use of digital technology. Students construct simple prisms and pyramids.
Statistics and Probability
Students interpret and compare a variety of data displays, including displays for two categorical variables. They analyse and evaluate data from secondary sources. Students compare observed and expected frequencies of events, including those where outcomes of trials are generated with the use of digital technology. They specify, list and communicate probabilities of events using simple ratios, fractions, decimals and percentages.
In Levels 5 and 6, students develop their use of structure, intent, character and settings by incorporating viewpoints and genre conventions in their media art works. They explore and use media technologies and media elements such as time, space, sound, colour, movement and lighting, and evaluate the use of these elements in the media artworks they make and view.
Students identify the variety...
In Levels 5 and 6, students develop their use of structure, intent, character and settings by incorporating viewpoints and genre conventions in their media art works. They explore and use media technologies and media elements such as time, space, sound, colour, movement and lighting, and evaluate the use of these elements in the media artworks they make and view.
Students identify the variety of audiences for which media artworks are made. They explain the purpose and processes for producing media artworks. They experience media arts from a range of cultures, times and locations including social, cultural and historical contexts. Students use media technologies safely in their media arts practice. They consider the role of responsible media practices for organisations who distribute media art works, and the role of communities and organisations in regulating access to media artworks. Students develop a deeper understanding of their role as a media artist, and as an audience, as they engage with more diverse media artworks.
By the end of Level 6, students explain how viewpoints, ideas and stories are shaped and portrayed in media artworks they make, share and view.
Students use materials and media technologies to make media artworks for specific audiences and purposes, using intent, structure, setting and characters to communicate viewpoints and genre conventions. They explain the purposes of media artworks made in different cultures, times and places for different audiences.
In Levels 5 and 6, Music involves students continuing to listen to, improvise, compose, arrange and perform music, independently and collaboratively with their peers, teachers and communities.
Students explore more complex aspects of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose. They sing and play independent parts against contrasting...
In Levels 5 and 6, Music involves students continuing to listen to, improvise, compose, arrange and perform music, independently and collaboratively with their peers, teachers and communities.
Students explore more complex aspects of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose. They sing and play independent parts against contrasting parts, and recognise instrumental, vocal and digitally generated sounds. They present and perform their music for a variety of audiences shaping their work to communicate ideas and feelings and engage listeners.
Students continue to learn about music from a range of cultures, times and locations, both in their community and beyond. As they listen to, compose and perform music, students explore social and cultural contexts of music considering how different types of music develop, and how composers and performers communicate ideas and concepts through music.
Students extend their ability to use their voices, instruments and equipment, safely and appropriately, individually and in groups. Their understanding of the roles of artists and audiences builds as students engage with more diverse performances.
By the end of Level 6, students use the elements of music, their voices, instruments and technologies to improvise, arrange, compose and perform music. They sing and play music in different styles and use music terminology, demonstrating listening, technical and expressive skills, performing with accuracy and expression for audiences.
Students explain how the elements of music are used to communicate ideas and purpose in the music they listen to, compose, and perform. They describe how their music making is influenced by music from different cultures, times and locations, using music terminology.
In Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity. The curriculum provides opportunities for students to experience various team roles including leadership, and to reflect on their performance in group tasks. They identify the reasons for and the impact of conflict and suggest strategies to reduce or resolve conflict.
By the end of Level 6, students describe different ways to express emotions and the relationship between emotions and behaviour. They describe the influence that personal qualities and strengths have on achieving success. They undertake some extended tasks independently and describe task progress. They identify and describe personal attributes important in developing resilience.
Students recognise and appreciate the uniqueness of all people. They are able to explain how individual, social and cultural differences may increase vulnerability to stereotypes. They identify characteristics of respectful relationships. They contribute to groups and teams suggesting improvements for methods used in group projects and investigations. They identify causes and effects of conflict and explain different strategies to defuse or resolve conflict situations.
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. They explore observable phenomena associated...
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. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects. They consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. Students learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems. Similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of independent, dependent and controlled variables in performing experimental investigations and learn how to look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.
By the end of Level 6, students explain how scientific knowledge is used in decision making and develops from many people’s contributions. They discuss how scientific understandings, discoveries and inventions affect peoples’ lives. They compare the properties and behaviours of solids, liquids and gases. They compare observable changes to materials and classify these changes as reversible or irreversible. They explain everyday phenomena associated with the absorption, reflection and refraction of light. They compare different ways in which energy can be transformed from one form to another to generate electricity and evaluate their suitability for particular purposes. They construct electric circuits and distinguish between open and closed circuits. They explain how natural events cause rapid change to Earth’s surface and use models to describe the key features of our Solar System. They analyse how structural and behavioural adaptations of living things enhance their survival, and predict and describe the effect of environmental changes on individual living things.
Students follow procedures to develop questions that they can investigate and design investigations into simple cause-and-effect relationships. When planning experimental methods, they identify and justify the variables they choose to change and measure in fair tests. They make predictions based on previous experiences or general rules. They identify and manage potential safety risks. They make and record accurate observations as tables, diagrams or descriptions. They organise data into tables and graphs to identify and analyse patterns and relationships. They compare patterns in data with their predictions when explaining their findings. They suggest where improvements to their experimental methods or research could improve the quality of their data. They refer to data when they report findings and use appropriate representations and simple reports to communicate their ideas, methods, findings and explanations.
In Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.
As they make and respond to visual artworks, students explore a diversity of ideas, concepts and viewpoints. They draw ideas from other artists, artworks, symbolic systems, beliefs and visual arts practices in other cultures, societies and times.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
By the end of Level 6, students explain how ideas are expressed in artworks they make and view. They demonstrate the use of different techniques and processes in planning and making artworks .They use visual conventions and visual arts practices to express ideas, themes and concepts in their artworks.
Students describe the influences of artworks and practices places on their art making. They describe how artworks that they make and view can be displayed to express and enhance meaning.
Students describe and identify how ideas are expressed in artworks from different contemporary, historical and cultural contexts.
