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• VCGGK093

  Differences in the demographic, economic, social and cultural characteristics of countries across the world

  Elaborations

  • identifying examples of indigenous peoples who live in different regions in the world and appreciating their similarities and differences. For example, the Aboriginal and Torres Strait Islander peoples of Australia, Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia
  • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
  • comparing people’s lives in places with different levels of income
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

  VCGGK093 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHHK094

  The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

  Elaborations

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • describing the significance of the 1962 right to vote federally and the 1967 referendum
  • investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
  • investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
  • investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family

  VCHHK094 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCNRC045

  Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students who speak the language being studied, 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 the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
  • considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

  VCNRC045 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• Victorian Aboriginal Languages: Levels 3 to 6 achievement standards

  By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...

  Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6

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

  By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...

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

• VCESU162

  Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers

  Elaborations

  • describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices
  • choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
  • noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

  VCESU162 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCZHU042

  Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing

  Elaborations

  • recognising familiar language spoken by different voices
  • recognising and discriminating between homonyms in Chinese (for example, shì—是 and 室), relying on contextual cues to assist understanding, and differentiating syllables with different tones, for example, shì (是) and shí (十)
  • connecting the sound of spoken Chinese with the spelling and tone marks of Pinyin, for example, reading out words written in Pinyin with attention to Chinese pronunciation and tone; using Pinyin to record the sound of words or sentences encountered

  VCZHU042 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCCCG010

  Identify and discuss the key features of the Australian electoral process

  Elaborations

  • exploring the secret ballot and compulsory voting as key features of Australia’s democracy
  • recognising the role of the Australian Electoral Commission in administering elections that are open, free and fair
  • clarifying who has the right to vote and stand for election in Australia
  • discussing the democratic ideas behind preferential voting and proportional representation
  • explain the process of voting and democratic ideas behind voting though conducting a class survey and using preferential voting to determine an outcome

  VCCCG010 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCCCL013

  Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system

  Elaborations

  • identifying different types of laws in our community and explaining who enforces them (road laws – police; health laws – public health department; pollution laws – environmental protection officer)
  • investigating how laws protect human rights, for example sex, disability, race and age discrimination law
  • identifying and researching the different people associated with law enforcement (such as quarantine and customs officials, and police) and the legal system (such as judges and lawyers)

  VCCCL013 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Laws and Citizens

• VCELA339

  Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

  Elaborations

  • exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
  • examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare

  VCELA339 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• VCIDC042

  Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

  Elaborations

  • comparing translations of written texts from English into Indonesian and from Indonesian into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in Indonesian texts by ‘reading’ the context, for example, the phrase Ayo cepat! may be encouraging or scolding depending on who uses it and why

  VCIDC042 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCMSP236

  Interpret secondary data presented in digital media and elsewhere

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made

  VCMSP236 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCHHC084

  Describe perspectives and identify ideas, beliefs and values of people and groups in the past

  Elaborations

  • conducting an interview to learn about the experiences of community or family members who migrated to Australia and understanding that different questions elicit different kinds of answers, for example, the difference between a closed and open question such as ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’
  • using sources to develop narratives, for example, reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development
  • retrieving census data to construct arguments for and against migration

  VCHHC084 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Historical sources as evidence

• VC2M6ST02

  identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • evaluating reports and secondary data relating to the distribution and use of non-renewable resources around the world
  • identifying potentially misleading data representations in the media; for example, graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made and pie charts in which the whole pie does not represent the entire population about which the claims are made
  • investigating both traditional and digital media relating to Aboriginal and Torres Strait Islander Peoples, identifying and critiquing statistically informed arguments

  VC2M6ST02 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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

• VCEBB006

  Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services

  Elaborations

  • identifying why businesses exist and investigating the different ways that goods and services are produced, for example, hand-crafted, large and small scale businesses, and distributed, for example, through shopping centres, local markets, online, small independent stores, remote community stores
  • explaining the difference between not-for-profit and for-profit businesses
  • identifying different industry sectors, such as agriculture, information, tourism, telecommunications, and discussing what they produce or provide

  VCEBB006 | The Humanities | Economics and Business | Levels 5 and 6 | The Business Environment

• VCHPEP107

  Investigate community resources and strategies to seek help about health, safety and wellbeing

  Elaborations

  • researching health information sources and places where they can seek help
  • applying criteria to online information to assess the credibility of the information
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
  • discuss the resources in the local community that could assist young people when they are feeling unsafe at home or at school or during community activities

  VCHPEP107 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCZHU045

  Notice how the features of text organisation vary according to audience and purpose

  Elaborations

  • describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • identifying the purpose and intended audience and context (for example, digital, online or face to face) of a range of familiar texts
  • exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote

  VCZHU045 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language