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Civics and Citizenship

Civics and Citizenship Level Description

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...

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Civics and Citizenship Content Descriptions

Government and Democracy

  1. Discuss the values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system (VCCCG008)
  2. Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (VCCCG009)
  3. Identify and discuss the key features of the Australian electoral process (VCCCG010)
  4. Identify the roles and responsibilities of electors and representatives in Australia's democracy (VCCCG011)

Laws and Citizens

  1. Explain how state/territory and federal laws are initiated and passed through parliament (VCCCL012)
  2. Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system (VCCCL013)

Citizenship, Diversity and Identity

  1. Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society (VCCCC014)
  2. Identify different points of view on a contemporary issue relating to democracy and citizenship (VCCCC015)
  3. Investigate how people with shared beliefs and values work together to achieve their goals and plan for action (VCCCC016)
  4. Examine the concept of global citizenship (VCCCC017)

Civics and Citizenship Achievement Standard

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.

Critical and Creative Thinking

Critical and Creative Thinking Level Description

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.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities (VCCCTQ021)
  2. Experiment with alternative ideas and actions by setting preconceptions to one side (VCCCTQ022)
  3. Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities (VCCCTQ023)

Reasoning

  1. Investigate common reasoning errors including contradiction and inconsistency, and the influence of context (VCCCTR024)
  2. Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)
  3. Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated (VCCCTR026)
  4. Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty (VCCCTR027)
  5. Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas (VCCCTR028)

Meta-Cognition

  1. Investigate thinking processes using visual models and language strategies (VCCCTM029)
  2. Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations (VCCCTM030)
  3. Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals (VCCCTM031)

Critical and Creative Thinking Achievement Standard

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.

Dance

Dance Level Description

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...

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Dance Content Descriptions

Explore and Express Ideas

  1. Explore movement possibilities and choreographic devices using safe dance practice and the elements of dance to create movement ideas, sequences, and phrases (VCADAE029)

Dance Practices

  1. Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences (VCADAD030)

Present and Perform

  1. Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas (VCADAP031)

Respond and Interpret

  1. Explain how the elements of dance and production elements communicate ideas in dances from different contexts they make, perform and view, including in dances by Aboriginal and Torres Strait Islander peoples (VCADAR032)

Dance Achievement Standard

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.

Design and Technologies

Design and Technologies Level Description

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...

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Design and Technologies Content Descriptions

Technologies and Society

  1. Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use (VCDSTS033)

Technologies Contexts

Engineering principles and systems
  1. Investigate how forces or electrical energy can control movement, sound or light in a designed product or system (VCDSTC034)
Food and fibre production
  1. Investigate how and why food and fibre are produced in managed environments (VCDSTC035)
Food specialisations
  1. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (VCDSTC036)
Materials and technologies specialisations
  1. Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (VCDSTC037)

Creating Designed Solutions

Investigating
  1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (VCDSCD038)
Generating
  1. Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (VCDSCD039)
Producing
  1. Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD040)
Evaluating
  1. Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions (VCDSCD041)
Planning and managing
  1. Develop project plans that include consideration of resources when making designed solutions (VCDSCD042)

Design and Technologies Achievement Standard

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.

Digital Technologies

Digital Technologies Level Description

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...

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Digital Technologies Content Descriptions

Digital Systems

  1. Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data (VCDTDS026)

Data and Information

  1. Examine how whole numbers are used as the basis for representing all types of data in digital systems (VCDTDI027)
  2. Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information (VCDTDI028)
  3. Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols (VCDTDI029)

Creating Digital Solutions

  1. Define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities (VCDTCD030)
  2. Design a user interface for a digital system, generating and considering alternative design ideas (VCDTCD031)
  3. Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration (VCDTCD032)
  4. Develop digital solutions as simple visual programs (VCDTCD033)
  5. Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs (VCDTCD034)

Digital Technologies Achievement Standard

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.

Drama

Drama Level Description

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...

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Drama Content Descriptions

Explore and Express Ideas

  1. Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations (VCADRE029)

Drama Practices

  1. Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (VCADRD030)

Present and Perform

  1. Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience (VCADRP031)

Respond and Interpret

  1. Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including in the drama of Aboriginal and Torres Strait Islander peoples (VCADRR032)

Drama Achievement Standard

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.

Economics and Business

Economics and Business Level Description

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...

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Economics and Business Content Descriptions

Resource Allocation and Making Choices

  1. Describe the difference between needs and wants and explain why choices need to be made (VCEBR001)
  2. Explore the concept of opportunity cost and explain how it involves choices about the alternative use of limited resources and the need to consider trade-offs (VCEBR002)
  3. Identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and wants of present and future generations (VCEBR003)

Consumer and Financial Literacy

  1. Identify influences on consumer choices and explore strategies that can be used to help make informed personal consumer and financial choices (VCEBC004)
  2. Consider the effect that the consumer and financial decisions of individuals may have on themselves, their family, the broader community and the natural, economic and business environment (VCEBC005)

The Business Environment

  1. Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services (VCEBB006)

Work and Work Futures

  1. Explore the nature and meaning of work and why individuals choose to participate in work (VCEBW007)
  2. Investigate the influences on the ways people work and explore factors affecting work now and into the future (VCEBW008)

Enterprising Behaviours and Capabilities

  1. Investigate the nature and explain the importance of enterprising behaviours and capabilities (VCEBN009)

Economic and Business Reasoning and Interpretation

  1. Make decisions, identify appropriate actions by considering the advantages and disadvantages, and form conclusions concerning an economics or business issue or event (VCEBE010)

Economics and Business Achievement Standard

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.

English

English Level Description

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.

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (VCELA339)
Expressing and developing ideas
  1. Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (VCELA340)
Literature
Responding to literature
  1. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (VCELT341)
  2. Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)
Examining literature
  1. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)
  2. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (VCELT344)
Literacy
Interpreting, analysing, evaluating
  1. Analyse strategies authors use to influence readers (VCELY345)
  2. Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)
  3. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Writing

Language
Text structure and organisation
  1. Understand that cohesive links can be made in texts by omitting or replacing words (VCELA348)
  2. Understand the uses of commas to separate clauses (VCELA349)
Expressing and developing ideas
  1. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (VCELA350)
  2. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (VCELA351)
  3. Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (VCELA352)
Phonics and word knowledge
  1. Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words (VCELA353)
  2. Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354)
Literature
Creating literature
  1. Experiment with text structures and language features and their effects in creating literary texts (VCELT355)
  2. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (VCELT356)
Literacy
Texts in context
  1. Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (VCELY357)
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)
  2. Reread and edit own and others’ work using agreed criteria and explaining editing choices (VCELY359)
  3. Develop a handwriting style that is legible, fluent and that can vary depending on context (VCELY360)
  4. Use a range of software, including word processing programs, learning new functions as required to create texts (VCELY361)

Speaking and Listening

Language
Language variation and change
  1. Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (VCELA362)
Language for interaction
  1. Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (VCELA363)
  2. Understand the uses of objective and subjective language and bias (VCELA364)
Literature
Literature and context
  1. Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (VCELT365)
Literacy
Interacting with others
  1. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)
  2. Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)

English Achievement Standard

Reading and Viewing

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.

Writing

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...

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Ethical Capability

Ethical Capability Level Description

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...

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Ethical Capability Content Descriptions

Understanding Concepts

  1. Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued (VCECU009)
  2. Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles (VCECU010)
  3. Examine how problems may contain more than one ethical issue (VCECU011)

Decision Making and Actions

  1. Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends (VCECD012)
  2. Discuss the role and significance of conscience and reasoning in ethical decision-making (VCECD013)

Ethical Capability Achievement Standard

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.

Geography

Geography Level Description

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...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Describe and explain the diverse characteristics of places in different locations from local to global scales (VCGGC085)
  2. Identify and describe locations and describe and explain spatial distributions and patterns (VCGGC086)
  3. Describe and explain interconnections within places and between places, and the effects of these interconnections (VCGGC087)
Data and information
  1. Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols (VCGGC088)
  2. Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial technologies as appropriate (VCGGC089)
  3. Interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology (VCGGC090)

Geographical Knowledge

Factors that shape places and influence interconnections
  1. Location of the major countries of Europe and North America, in relation to Australia and their major characteristics including the influence of people on the environmental characteristics of places in at least two countries from both continents (VCGGK091)
  2. Location of the major countries of the Asian region in relation to Australia and the geographical diversity within the region (VCGGK092)
  3. Differences in the demographic, economic, social and cultural characteristics of countries across the world (VCGGK093)
  4. Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places (VCGGK094)
  5. Impacts of bushfires or floods on environments and communities, and how people can respond (VCGGK095)
  6. Environmental and human influences on the location and characteristics of places and the management of spaces within them (VCGGK096)
  7. Factors that influence people’s awareness and opinion of places (VCGGK097)
  8. Australia’s connections with other countries and how these change people and places (VCGGK098)

Geography Achievement Standard

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.

 

Health and Physical Education

Health and Physical Education Level Description

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...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Explore how identities are influenced by people and places (VCHPEP105)
  2. Investigate resources to manage changes and transitions associated with puberty (VCHPEP106)
  3. Investigate community resources and strategies to seek help about health, safety and wellbeing (VCHPEP107)
  4. Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)
Communicating and interacting for health and wellbeing
  1. Practise skills to establish and manage relationships (VCHPEP109)
  2. Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (VCHPEP110)
  3. Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (VCHPEP111)
Contributing to healthy and active communities
  1. Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (VCHPEP112)
  2. Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (VCHPEP113)
  3. Investigate how celebrating similarities and differences can strengthen communities (VCHPEP114)

Movement and Physical Activity

Moving the body
  1. Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings (VCHPEM115)
  2. Design and perform a variety of movement sequences (VCHPEM116)
  3. Propose and apply movement concepts and strategies (VCHPEM117)
Understanding movement
  1. Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing (VCHPEM118)
  2. Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (VCHPEM119)
Learning through movement
  1. Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (VCHPEM120)
  2. Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (VCHPEM121)
  3. Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (VCHPEM122)

Health and Physical Education Achievement Standard

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.

History

History Level Description

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...

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History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people (VCHHC082)
Historical sources as evidence
  1. Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083)
  2. Describe perspectives and identify ideas, beliefs and values of people and groups in the past (VCHHC084)
Continuity and change
  1. Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies (VCHHC085)
Cause and effect
  1. Explain the causes of significant events that shaped the Australian colonies, contributed to Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants (VCHHC086)
Historical significance
  1. Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation (VCHHC087)

Historical Knowledge

The Australian colonies
  1. The social, economic and political causes and reasons for the establishment of British colonies in Australia after 1800 (VCHHK088)
  2. The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples (VCHHK089)
  3. The effects of a significant development or event on a colony (VCHHK090)
  4. The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony (VCHHK091)
  5. The role that a significant individual or group played in shaping and changing a colony (VCHHK092)
Australia as a nation
  1. The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (VCHHK093)
  2. The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children (VCHHK094)
  3. The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated (VCHHK095)
  4. Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society (VCHHK096)

History Achievement Standard

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.

Intercultural Capability

Intercultural Capability Level Description

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...

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Intercultural Capability Content Descriptions

Cultural Practices

  1. Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced (VCICCB009)
  2. Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures (VCICCB010)

Cultural Diversity

  1. Identify barriers to and means of reaching understandings within and between culturally diverse groups (VCICCD011)
  2. Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups (VCICCD012)

Intercultural Capability Achievement Standard

By the end of Level 6, students demonstrate an understanding 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.

Mathematics

Mathematics Level Description

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...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Identify and describe properties of prime, composite, square and triangular numbers (VCMNA208)
  2. Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations (VCMNA209)
  3. Investigate everyday situations that use integers. Locate and represent these numbers on a number line (VCMNA210)
Fractions and decimals
  1. Compare fractions with related denominators and locate and represent them on a number line (VCMNA211)
  2. Solve problems involving addition and subtraction of fractions with the same or related denominators (VCMNA212)
  3. Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (VCMNA213)
  4. Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (VCMNA214)
  5. Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (VCMNA215)
  6. Multiply and divide decimals by powers of 10 (VCMNA216)
  7. Make connections between equivalent fractions, decimals and percentages (VCMNA217)
Money and financial mathematics
  1. Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (VCMNA218)
Patterns and algebra
  1. Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (VCMNA219)
  2. Explore the use of brackets and order of operations to write number sentences (VCMNA220)
  3. Design algorithms involving branching and iteration to solve specific classes of mathematical problems (VCMNA221)

Measurement and Geometry

Using units of measurement
  1. Connect decimal representations to the metric system (VCMMG222)
  2. Convert between common metric units of length, mass and capacity (VCMMG223)
  3. Solve problems involving the comparison of lengths and areas using appropriate units (VCMMG224)
  4. Connect volume and capacity and their units of measurement (VCMMG225)
  5. Interpret and use timetables (VCMMG226)
  6. Measure, calculate and compare elapsed time (VCMMG227)
Shape
  1. Construct simple prisms and pyramids (VCMMG228)
Location and transformation
  1. Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies (VCMMG229)
  2. Introduce the Cartesian coordinate system using all four quadrants (VCMMG230)
Geometric reasoning
  1. Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (VCMMG231)

Statistics and Probability

Chance
  1. Describe probabilities using fractions, decimals and percentages (VCMSP232)
  2. Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (VCMSP233)
  3. Compare observed frequencies across experiments with expected frequencies (VCMSP234)
Data representation and interpretation
  1. Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (VCMSP235)
  2. Interpret secondary data presented in digital media and elsewhere (VCMSP236)
  3. Pose and refine questions to collect categorical or numerical data by observation or survey (VCMSP237)

Mathematics Achievement Standard

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...

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Media Arts

Media Arts Level Description

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...

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Media Arts Content Descriptions

Explore and Represent Ideas

  1. Explore representations, characterisations and viewpoints of people in their community, using stories, structure, settings, and genre conventions in images, sounds and text (VCAMAE029)

Media Arts Practices

  1. Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories (VCAMAM030)

Present and Perform

  1. Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (VCAMAP031)

Respond and Interpret

  1. Explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing media artworks from different social, cultural and historical contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples (VCAMAR032)

Media Arts Achievement Standard

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.

Music

Music Level Description

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.

Studen...

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Music Content Descriptions

Explore and Express Ideas

  1. Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects (VCAMUE029)

Music Practices

  1. Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing (VCAMUM030)

Present and Perform

  1. Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience (VCAMUP031)

Respond and Interpret

  1. Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different cultures, times and locations, including the music of Aboriginal and Torres Strait Islander peoples (VCAMUR032)

Music Achievement Standard

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.

Personal and Social Capability

Personal and Social Capability Level Description

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...

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Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Explore the links between their emotions and their behaviour (VCPSCSE025)
Development of resilience
  1. Reflect on how personal strengths have assisted in achieving success at home, at school or in the community (VCPSCSE026)
  2. Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations (VCPSCSE027)
  3. Identify the skills for working independently and describe their performance when undertaking independent tasks (VCPSCSE028)

Social Awareness and Management

Relationships and diversity
  1. Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences (VCPSCSO029)
  2. Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual (VCPSCSO030)
  3. Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved (VCPSCSO031)
Collaboration
  1. Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles (VCPSCSO032)
  2. Describe the various causes of conflict and evaluate possible strategies to address conflict (VCPSCSO033)

Personal and Social Capability Achievement Standard

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 diffuse or resolve conflict situations.

Science

Science Level Description

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...

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Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives (VCSSU073)
Biological sciences
  1. Living things have structural features and adaptations that help them to survive in their environment (VCSSU074)
  2. The growth and survival of living things are affected by the physical conditions of their environment (VCSSU075)
Chemical sciences
  1. Solids, liquids and gases behave in different ways and have observable properties that help to classify them (VCSSU076)
  2. Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting (VCSSU077)
Earth and space sciences
  1. Earth is part of a system of planets orbiting around a star (the Sun) (VCSSU078)
  2. Sudden geological changes or extreme weather conditions can affect Earth’s surface (VCSSU079)
Physical sciences
  1. Light from a source forms shadows and can be absorbed, reflected and refracted (VCSSU080)
  2. Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed into another form of energy (VCSSU081)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules (VCSIS082)
Planning and conducting
  1. With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks (VCSIS083)
  2. Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data (VCSIS084)
Recording and processing
  1. Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data (VCSIS085)
Analysing and evaluating
  1. Compare data with predictions and use as evidence in developing explanations (VCSIS086)
  2. Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)
Communicating
  1. Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)

Science Achievement Standard

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...

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Visual Arts

Visual Arts Level Description

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...

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs (VCAVAE029)

Visual Arts Practices

  1. Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks (VCAVAV030)

Present and Perform

  1. Create and display art work considering how ideas can be expressed to an audience (VCAVAP031)

Respond and Interpret

  1. Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAR032)

Visual Arts Achievement Standard

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.

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