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• VCELC147

  Share experiences of learning and using Greek, in person or online, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students in Greece or Cyprus online, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at a Greek restaurant and being able to read some of the menu
  • considering whether learning and using Greek impacts on their sense of identity either in or out of the classroom

  VCELC147 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCARC143

  Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme

  Elaborations

  • creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest
  • creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm
  • creating, performing and filming own imaginative texts in print, digital or online formats, such as a commercial for a new product, a short video clip of a role-play, or an announcement about an event
  • creating and performing alternative versions of known songs or short plays by creating new lyrics or dialogue and experimenting with voices and actions to convey different moods and feelings

  VCARC143 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• Drama: Levels 5 and 6 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 voice and movement and extend their understanding and use of situation, focus, tension, space and...

  Level description | The Arts | Drama

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

  By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -_really, LONG-_really. They participate in class discussions and show...

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

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCHHK095

  The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated

  Elaborations

  • investigate migration programs to Australian since World War II
  • comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
  • exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
  • describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
  • connecting stories of migration to students’ own family histories (where appropriate)

  VCHHK095 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCADRD030

  Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action

  Elaborations

  • varying use of voice, for example, projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions
  • rehearsing, interacting and negotiating with others in interpretation of scripts to create characters and their relationships
  • adjusting the weight (heaviness or lightness of movement), speed, use of stillness, levels in movement through space, to focus on character and situation and create dramatic action
  • altering voice and movement to show changes in mood and atmosphere, and to create images, effects and an engaging delivery
  • using evaluations to refine practice, for example, ‘How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports their judgment about the drama?’

  VCADRD030 | The Arts | Drama | Levels 5 and 6 | Drama Practices

• VCELC137

  Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions about shared interests, hobbies or friends, for example, Σου αρέσει η μουσική; Είναι ωραία! Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες
  • sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases, using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
  • using communication strategies such as adding interjections and common expressions to dialogues, active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα. Σοβαρά; Τι λες! Δε νομίζω!
  • comparing routines, interests and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου

  VCELC137 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC159

  Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face-to-face and online to present to different audiences

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others face-to-face or online, for example, a commercial for a new product, a short film, video clip or rap, or a poster for an imagined event
  • creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem, an acrostic poem or 삼행시

  VCKOC159 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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

• VCAMUE029

  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

  Elaborations

  • experimenting with elements of music by improvising patterns, phrases and melodies and exploring a range of concepts, ideas and feelings
  • identifying and describing features of rhythm, melody and structure that create effects in their improvisations
  • exploring options for interpreting dynamics and articulations in music they sing and play
  • using graphic and conventional notation and technology to record music ideas

  VCAMUE029 | The Arts | Music | Levels 5 and 6 | Explore and Express Ideas

• VCELA310

  Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

  Elaborations

  • mapping topic words related to sub-headings

  VCELA310 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELC138

  Collaborate in group tasks and shared experiences, online or face-to-face, which involve planning, making suggestions and completing transactions, such as hosting a party, working with another class or group or creating and performing a role-play

  Elaborations

  • planning and organising an event, such as inviting a special guest, for example, γιαγιά, to share information with the class about Greek celebrations (βάφτιση, γάμος) or to share a traditional recipe (πίτα)
  • working with another group, for example, by reading books to younger students face-to-face or via the internet, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Greek or to promote the learning of Greek language and culture

  VCELC138 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

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

  Students use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past...

  Level description | Languages | Spanish | F–10 Sequence

• VCHIU049

  Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and number and gender distinctions

  Elaborations

  • knowing how to place adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
  • using ordinal numbers such as पहला, दूसरा
  • distinguishing between questions and requests, for example, क्या मैं पानी पीने जा सकता हूँ? कृपया मुझे पानी पीने जाने दीजिए।
  • situating actions or events through the correct use of past, present and future tenses, for example, जाता था, जाता हूँ, जाऊँगा
  • using conjunctions to connect different elements of a sentence, for example, राम ने खाना खाया और सो गया।
  • using the singular and plural forms of nouns and pronouns, for example, मैं, हम, यह, ये
  • using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
  • distinguishing between intonation patterns of statements, questions and exclamations, for example, वह पास हो गया! क्या आप वहाँ जाएँगे? तुम अच्छे बच्चे हो।
  • locating events in time, for example, by using days of the week and months and correct tenses
  • extending knowledge of negative constructions, such as कभी नहीं, सोचना भी मत
  • recognising and understanding how Hindi verbs indicate the idea of actions happening or being made to happen बनना, बनाना, बनवाना

  VCHIU049 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCESC151

  Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events

  Elaborations

  • producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish
  • creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or acrostic poem or jingle, riddle or rap
  • creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
  • representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings

  VCESC151 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• History: Levels 5 and 6 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 colonies and the development of a colony. They learn about what life was like for different groups...

  Level description | The Humanities | History

• VC2M5N05

  solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies

  Elaborations

  • using different ways to add and subtract fractional amounts by subdividing different models of measurement attributes; for example, adding half an hour and three-quarters of an hour using a clock face, adding a 34 cup of flour and a 14 cup of flour, subtracting 34 of a metre from 2 14 metres
  • representing and solving addition and subtraction problems involving fractions by using jumps on a number line, or bar models, or making diagrams of fractions as parts of shapes
  • using materials, diagrams, number lines or arrays to show and explain that fraction number sentences can be rewritten in equivalent forms without changing the quantity, for example, 12+14 is the same as 24+14 

  VC2M5N05 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M5N03

  compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

  Elaborations

  • using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total
  • creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games
  • connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 14 on a fraction wall represents the area of one-quarter of the whole, while on the number line 14 is identified as a point that is one-quarter of the distance between zero and one
  • using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 210 is located at the same position on a parallel number line as 15 because 15 is equivalent to 210
  • converting between mixed numerals and improper fractions to assist with locating them on a number line

  VC2M5N03 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• Drama: Levels 5 and 6 achievement standards

  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...

  Level description | The Arts | Drama | Levels 5 and 6