Search results

Result list

• VCSSU079

  Sudden geological changes or extreme weather conditions can affect Earth’s surface

  Elaborations

  • investigating major geological events, for example, earthquakes, volcanic eruptions and tsunamis
  • recognising that earthquakes can cause tsunamis
  • considering the effect of drought on living and non-living aspects of the environment

  VCSSU079 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences

• VCSSU075

  The growth and survival of living things are affected by the physical conditions of their environment

  Elaborations

  • observing the growth of fungi, for example, yeast and bread mould in different temperature conditions
  • investigating how changing the physical conditions for plants impacts on their growth and survival, for example, changing salt water concentrations, using fertilisers or transferring to a different soil type
  • researching organisms that live in extreme environments, for example, Antarctica, a desert or deep sea

  VCSSU075 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• Science: Levels 5 and 6 achievement standards

  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...

  Level description | Science | Levels 5 and 6

• VCSSU073

  Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

  Elaborations

  • exploring objects and devices that include parts that involve the reflection, absorption or refraction of light, for example, mirrors, sunglasses and prisms
  • considering how electricity and electrical appliances have changed the way some people live
  • considering how decisions are made to grow particular plants and crops depending on environmental conditions
  • considering how guidelines help to ensure the safe use of electrical devices
  • comparing the benefits of using solid, liquid or gaseous fuels to heat a home
  • designing shelters for living things that are exposed to changed or harsh environments, for example, as a result of bushfire or displacement

  VCSSU073 | Science | Levels 5 and 6 | Science Understanding | Science as a human endeavour

• VCEBW008

  Investigate the influences on the ways people work and explore factors affecting work now and into the future

  Elaborations

  • investigating the effect factors such as online shopping, technological change or outsourcing of labour, have on the way work is conducted
  • mapping the trend of the ageing population and predicting possible future effects on the workforce
  • exploring changing societal values on work and the work environment such as work-life balance and working from home

  VCEBW008 | The Humanities | Economics and Business | Levels 5 and 6 | Work and Work Futures

• VC2M5ST02

  interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made

  Elaborations

  • reading and interpreting different line graphs, discussing how the horizontal axis represents measures of time such as days of the week or times of the day, and the vertical axis represents numerical quantities or ordinal categorical variables such as percentages, money, measurements or ratings such as fire hazard ratings
  • interpreting real-life data represented as a line graph showing how measurements change over a period of time, and make simple inferences
  • matching unlabelled line graphs to the context they represent based on the stories of the different contexts
  • interpreting the data represented in a line graph, making inferences; for example, reading line graphs that show the varying temperatures or ultraviolet (UV) rates over a period of a day and discussing when would be the best time to hold an outdoor assembly

  VC2M5ST02 | Mathematics | Mathematics Version 2.0 | Level 5 | Statistics

• VCSSU077

  Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting

  Elaborations

  • investigating the three changes of state in water
  • investigating irreversible changes, for example, rusting, burning and cooking
  • exploring how reversible changes can be used to recycle materials

  VCSSU077 | Science | Levels 5 and 6 | Science Understanding | Chemical sciences

• VCSSU080

  Light from a source forms shadows and can be absorbed, reflected and refracted

  Elaborations

  • classifying materials as transparent, opaque or translucent based on the extent to which light passes through them or is absorbed
  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, for example, when light travels from air to water or air to glass
  • recognising that the colour of an object depends on the properties of the object and the colour of the light source

  VCSSU080 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCELY317

  Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

  VCELY317 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCSIS084

  Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

  Elaborations

  • discussing in groups how investigations can be made as fair as possible
  • using tools and digital technologies to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
  • using digital technologies to make accurate measurements and record data

  VCSIS084 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCCCTQ021

  Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

  Elaborations

  • exploring how different questions can change the focus of a topic, for example social , political, historical, economic questions, as part of a planning an inquiry
  • comparing two sets of survey questions on the same topic and identifying similarities and differences and discussing possible reasons for these
  • discussing questions designed to elicit quantitative responses and those designed to elicit qualitative responses and constructing both kinds of questions, for example as part of research into consumer decision-making

  VCCCTQ021 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCASFU050

  Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail

  Elaborations

  • recognising that quantifiers such as FEW or THERE are also types of adjective signs
  • recognising that some adverbs modify adjectives, not verbs, for example VERY and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED -_really, PLEASED -_really, TALL -_really
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT_-fast (manner added)
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can be linked equally, for example:
    STUDENT BORED, TRY FOCUS
    The student was bored and tried to focus.
    
  • or unequally, where one clause depends on another, for example:
    I-F BORED, OPEN-BOOK READ
    If you are bored, read a book.
    
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    

  VCASFU050 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU162

  Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication

  Elaborations

  • noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individual
  • understanding that people ‘read’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume of voice, that may appear inappropriate
  • reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying and comparing traditional and contemporary cultural images used in Japanese and Australian print and media advertising and tourist brochures, considering when they are used and what message they convey
  • noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, turn-taking in conversations

  VCJAU162 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VC2M5SP03

  describe and perform translations, reflections and rotations of shapes, using dynamic geometry software where appropriate; recognise what changes and what remains the same, and identify any symmetries

  Elaborations

  • understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not its shape or size
  • using pattern blocks and paper, tracing around a shape and then conducting a series of one-step transformations and tracing each resulting image, and then finally copying the original position and end position on a new sheet of paper
  • demonstrating how different combinations of transformations can produce the same resulting image
  • challenging classmates to select a combination of transformations to move from an original image to the final image, noting the different combinations by using different colours to trace images
  • investigating how animal tracks can be interpreted by Aboriginal and Torres Strait Islander Peoples using the transformation of their shapes, to help determine and understand animal behaviour

  VC2M5SP03 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• VCHPEM122

  Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities

  Elaborations

  • explaining why infringements result in consequences such as a penalty or free pass
  • proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
  • correctly interpreting and applying rules in physical activities

  VCHPEM122 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Learning through movement

• 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

• VCZHC035

  Obtain and process specific information from multiple spoken sources, selecting and sequencing appropriate content for specific audiences

  Elaborations

  • identifying specific information related to places, for example, listening to a weather forecast, recognising the names of familiar cities (such as 北京，上海), and recording the weather conditions and the temperature
  • using textual clues such as 听一听小明的一天 to predict possible content when listening to spoken texts, and preparing to hear key information such as time and activities
  • listening to and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for cooking a Chinese dish from a cooking show
  • presenting a short talk using information gathered from multiple sources, for example, investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast
  • supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言

  VCZHC035 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCLVU168

  Recognise that languages change over time

  Elaborations

  • identifying words that are the same as or similar to neighbouring languages
  • understanding ways in which languages influence one another, for example, language shifts, shared writing systems, loan words
  • discussing loan words that have been incorporated from other languages to describe new concepts, for example, words for new things, including technological innovations
  • understanding that language and culture together continually change as a result of contact with other languages and cultures

  VCLVU168 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change