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• VC2M5ST01

  acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data

  Elaborations

  • recognising that ordinal data is a form of categorical data even though the data being collected might be numbers, for example, a rating scale using numbers 1–5 to represent the categories people can choose from when asked, ‘What rating would you give this film out of 5?’
  • determining the mode for a set of data and discussing that there may be more than one mode
  • identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
  • acquiring data through chance experiments, discussing and reporting on the distribution of outcomes and how this relates to equal and unequal outcomes
  • using digital systems to validate data; for example, recognising the difference between numerical, text and date formats in spreadsheets, and setting data types in a spreadsheet to make sure a date is input correctly
  • investigating data relating to the reconciliation process between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, posing questions, discussing and reporting on findings

  VC2M5ST01 | Mathematics | Mathematics Version 2.0 | Level 5 | Statistics

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDSTC034

  Investigate how forces or electrical energy can control movement, sound or light in a designed product or system

  Elaborations

  • deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
  • investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example directing light through a maze using mirrors
  • investigating how biomimicry can be used by engineers and designers, for example the ways plant and animal adaptations can be copied to solve human challenges, for example the Japanese building Sendai Mediatheque based on seaweed-like tubes
  • recognising the need to carefully plan and select components for a system to perform a specific task
  • producing models using materials, tools and equipment to show how to control movement, sound or light in structures, for example the design of a house with passive solar; the use of optical fibre in directing sunlight; acoustics of recording studios
  • investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings

  VCDSTC034 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Engineering principles and systems

• VCMNA185

  Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

  Elaborations

  • choosing between mental, written and a technology-based computation depending on the nature of the problems and the purpose for computation
  • using technology to solve problems and check the reasonableness of answers

  VCMNA185 | Mathematics | Level 5 | Number and Algebra | Number and place value

• VCFRU053

  Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world

  Elaborations

  • distinguishing differences in accents, dialects and vocabulary in different regions of mainland France and within French-speaking communities around the world (for example, la Bretagne, Le Midi, Le Québec, La Réunion), identifying degrees of variation and ease of comprehension
  • comparing forms of cultural expression in different French-speaking communities, such as forms of celebration, systems of schooling and concerns associated with young people in society, and comparing these with similar diversity in multicultural Australia
  • recognising and considering the effects of language mixing and blending, for example, the usefulness and/or perceived risks associated with le franglais

  VCFRU053 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• Digital Technologies: Levels 5 and 6 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 and manage various types of data and are introduced to the concept of data states in digital systems...

  Level description | Technologies | Digital Technologies

• English: Level 5 achievement standards - Speaking and Listening

  Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes...

  Level description | English | Level 5 | Speaking and Listening

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

  Students expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to...

  Level description | Languages | Hindi | F–10 Sequence

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVC158

  Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language

  Elaborations

  • creating and performing their own stories, songs and skits, incorporating non-verbal elements to enhance audience comprehension and entertainment, for example, gesture, facial and vocal expression
  • experimenting with different ways of telling stories, using a range of different texts, for example, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
  • creating, performing and presenting imaginative texts such as skits, songs and raps, using digital techniques
  • creating real or imaginary characters, places or animals and presenting them through performance, digital display or visual representation
  • incorporating onomatopoeic sounds into written/performed texts to enrich the texts and to entertain readers/the audience
  • creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, performances for the school or community, cartoons, video clips, vokis or animation, selecting language and images that enrich the visual or listening experience
  • creating shared art work (visual or performative) to tell a story, using symbols and expressive techniques appropriate to Country/Place

  VCLVC158 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• Critical and Creative Thinking: Levels 5 and 6 achievement standards

  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...

  Level description | Capabilities | Critical and Creative Thinking | Levels 5 and 6

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

  Students increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (-ille, -ette, -tion). They use present tense forms of regular -er, -ir and -re verbs...

  Level description | Languages | French | F–10 Sequence

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

  Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...

  Level description | Languages | Japanese | F–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

• Civics and Citizenship: Levels 5 and 6 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, including state/territory and federal parliaments, and the court system. Students learn about representative...

  Level description | The Humanities | Civics and Citizenship

• Geography: Levels 5 and 6 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 countries in the Asia region, Europe and North America. The scale of study goes global as students...

  Level description | The Humanities | Geography

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VC2M5N09

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate;...

  Elaborations

  • modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation
  • modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved
  • modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations
  • investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples

  VC2M5N09 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M5N08

  check and explain the reasonableness of solutions to problems, including financial contexts using estimation strategies appropriate to the context

  Elaborations

  • interpreting a series of contextual problems to decide whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved
  • recognising the effect of rounding addition, subtraction, multiplication and division calculations, and rounding both numbers up, both numbers down, and one number up and one number down; and explaining which estimation is the best approximation and why
  • considering the type of rounding that is appropriate when estimating the amount of money required; for example, rounding up or rounding down when buying one item from a store using cash, compared to rounding up the cost of every item when buying groceries to estimate the total cost and not rounding when the financial transactions are digital

  VC2M5N08 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

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

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

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