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• VCASFU175

  Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • identifying where a signer has established a location in space (for example, through points, non-body-anchored signs, fingerspelled words or verb movement changes)
  • recognising that signers must make explicit which referent is associated with a location
  • identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHPEP106

  Investigate resources to manage changes and transitions associated with puberty

  Elaborations

  • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses
  • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
  • examining the range of products available to manage the physical changes associated with puberty

  VCHPEP106 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• German - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...

  Level description | Languages | German | F–10 Sequence

• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• Science: Levels 5 and 6 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 ways. Students are introduced to cause-and-effect relationships that relate to form and function...

  Level description | Science

• VCELA333

  Understand that the pronunciation, spelling and meanings of words have histories and change over time

  Elaborations

  • recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
  • exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

  VCELA333 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VCGGK098

  Australia’s connections with other countries and how these change people and places

  Elaborations

  • investigating a significant event, such as a severe earthquake or the Olympic Games, and examining its local, regional and global effects on people and places, and discussing the types of responses
  • researching connections between Australia and countries in the Asia region, for example, through trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country
  • investigating the influence of longitude, time zones and the International Date Line on connections with other countries

  VCGGK098 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHHK092

  The role that a significant individual or group played in shaping and changing a colony

  Elaborations

  • describing the role of explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and Torres Strait Islander peoples
  • investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s, for example, groups such as explorers or pastoralists; or individuals such as Blaxland, Lawson and Wentworth, J.G. Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon
  • exploring the motivations and actions of an individual or group that shaped a colony

  VCHHK092 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• Health and Physical Education: Levels 5 and 6 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 and physical activity participation. Students develop skills to manage their emotions, understand the...

  Level description | Health and Physical Education

• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• VCCCTR025

  Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

  Elaborations

  • investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
  • examining a set of reasons for completeness
  • investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
  • discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk

  VCCCTR025 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCGGK095

  Impacts of bushfires or floods on environments and communities, and how people can respond

  Elaborations

  • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
  • explaining the impacts of fire on Australian vegetation and the significance of fire damage to human communities
  • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding
  • suggesting collective action in response to impact of floods on a community and describing the likely effects of this action on different groups of people

  VCGGK095 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHPEP114

  Investigate how celebrating similarities and differences can strengthen communities

  Elaborations

  • exploring initiatives sporting and community groups use to counter discrimination and support the wellbeing of their communities
  • discussing how the actions of bystanders, friends and family can prevent and/or stop bullying, violence and other forms of discrimination and harassment
  • proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism
  • exploring and celebrating how cultures differ in behaviours, beliefs and values

  VCHPEP114 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCKOU170

  Investigate how language can be used to influence people, ideas and the understanding of cultures

  Elaborations

  • exploring various ways language is used to influence perceptions of people, through verbal interactions, for example, using polite language or slang, or other means of communicating, for example, fashion or graphic design
  • experimenting with spoken and written Korean to enhance and explore others’ perceptions of Korea and Korean, for example, by designing art work using Korean letters/expressions and by predicting and reflecting on responses

  VCKOU170 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCMNA189

  Recognise that the place value system can be extended beyond hundredths

  Elaborations

  • using knowledge of place value and division by 10 to extend the number system to thousandths and beyond
  • recognising the equivalence of one thousandths and 0.001

  VCMNA189 | Mathematics | Level 5 | Number and Algebra | Fractions and decimals

• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCCCC014

  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

  Elaborations

  • investigating how people become Australian citizens
  • discussing the Australian citizenship pledge to explore the values and dispositions that characterise Australian citizenship
  • clarifying the formal rights and responsibilities of Australian citizenship
  • explaining personal roles and actions as a citizen in the school and in the community

  VCCCC014 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCHHK089

  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

  Elaborations

  • investigating colonial life to discover what life was like at that time for different inhabitants, for example, a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer, in terms of clothing, diet, leisure, paid and unpaid work, language, housing and children’s lives
  • mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
  • investigating the impact of settlement on the environment, for example, comparing the present and past landscape and the flora and fauna of the local community

  VCHHK089 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• VCGGC087

  Describe and explain interconnections within places and between places, and the effects of these interconnections

  Elaborations

  • researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • explaining the impacts of fire on Australian vegetation and the significance of fire damage to human communities
  • comparing how people have responded to climatic conditions in similar and different places and factors that may have influenced this such as culture and technology
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining
  • researching the changes made by people to a particular environment in one region in Europe or North America and comparing findings with other regions researched by students

  VCGGC087 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• Auslan - Second Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, for example, POSS1 FRIEND CHANGE...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6