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• VCHPEM115

  Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings

  Elaborations

  • applying stability and locomotor skills to dodge and feint in different movement situations
  • applying kicking, striking and throwing skills to propel an object and keep it in motion
  • combining surface propulsion and underwater skills in an aquatic environment
  • performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
  • jumping with control for height and distance using a variety of body positions

  VCHPEM115 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEP113

  Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment

  Elaborations

  • exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
  • discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
  • discussing how access to natural and built environments can help or hinder participation in physical activities
  • exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities

  VCHPEP113 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCRAU049

  Develop awareness that language use reflects different contexts, purposes and audiences

  Elaborations

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality or showing respect for authority figures
  • reflecting on how language varies depending on the situation for example ordering a meal in a fast food restaurant compared with a dine in restaurant

  VCRAU049 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCIDU049

  Develop awareness that language use reflects different contexts, purposes and audiences

  Elaborations

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions, for example, duduk, duduklah, silakan duduk
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality (Minta, Mohon, Boleh, Bolehkah?), showing respect for authority figures (Pak Guru, Mas, Mbak), and expressing familiarity with friends such as by using nicknames (nama panggilan)
  • reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food restaurant, Satu paket… compared to a dine-in restaurant, Minta segelas air, Bu

  VCIDU049 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCDSCD040

  Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to produce designed solutions

  Elaborations

  • matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
  • working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
  • using appropriate personal protective equipment required for the use of some tools and equipment, for example protective eyewear
  • manipulating materials with appropriate tools, equipment and techniques, for example when preparing food, cultivating garden beds, constructing products

  VCDSCD040 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Producing

• VCDEU153

  Understand that own and others’ language use is shaped by and reflects the values, ideas and norms of a community

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as desirable
  • recognising that language use can have connections to cultural practices, such as expressions from family or religious celebrations, or from outdoor activities such as sports, for example, Gott sei Dank!, ‘Howzat!’, ‘fair go’
  • discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
  • noticing the impact of own assumptions about people from German-speaking countries, their language and culture, when listening to, reading and viewing texts, and considering how German speakers too may make assumptions and generalisations about Australians

  VCDEU153 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCIDU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as ‘Cinderella’ compared to that of Bawang Putih dan Bawang Merah
  • noticing how Indonesians describe self, such as often including regional language, ethnic group and religious affiliation
  • understanding that Indonesian as a national language enables communication across diverse groups of people and languages, and is part of national identity
  • recognising generalisations and stereotypes about cultural groups (for example, ‘all Indonesians are Muslim’), and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCIDU051 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• 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