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• 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

• VCDSTC035

  Investigate how and why food and fibre are produced in managed environments

  Elaborations

  • investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability, for example when designing a garden for a community group
  • identifying ways of applying, conserving and recycling nutrients in food and fibre production when designing a sustainable school vegetable garden or cropping area, for example composting and other forms of organic fertilisers
  • considering how low-input sustainable agriculture (LISA) is used in a range of environments including Australia and the countries of Asia
  • describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
  • sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
  • investigating the use of technologies including digital technologies in the production of food and fibre
  • exploring and comparing the efficiency of different irrigation methods in plant production systems including the use of digital technologies to improve the effectiveness, for example when designing a sustainable irrigation system to be used in a garden

  VCDSTC035 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food and fibre production

• VCGGK095

  Impacts of bushfires or floods on environments and communities, and how people can respond

  Elaborations

  • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
  • explaining the impacts of fire on Australian vegetation and the significance of fire damage to human communities
  • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding
  • suggesting collective action in response to impact of floods on a community and describing the likely effects of this action on different groups of people

  VCGGK095 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCSSU074

  Living things have structural features and adaptations that help them to survive in their environment

  Elaborations

  • explaining how particular adaptations aid survival, for example, nocturnal behaviour, silvery coloured leaves of dune plants
  • describing and listing adaptations of living things suited for particular Australian environments

  VCSSU074 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• VCEBC005

  Consider the effect that the consumer and financial decisions of individuals may have on themselves, their family, the broader community and the natural, economic and business environment

  Elaborations

  • exploring how a decision to buy an item affects the family, for example, ‘Did the family have to put off buying another item to have this one?’ or 'Does what my family buys in the supermarket affect what businesses might sell or produce?'
  • explaining the benefits to themselves and their family of having savings and/or a strategy for saving
  • investigating whether buying at the local supermarket helps the local community
  • considering if their actions have an effect on the environment, for example, does choosing to use recycling shopping bags have an effect on the natural environment?

  VCEBC005 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy

• VCESC153

  Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment

  Elaborations

  • composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
  • using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
  • creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’
  • creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
  • creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!

  VCESC153 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCKOC153

  Describe people, places, objects and everyday routines relating to school and home environments; express feelings and share interests and preferences

  Elaborations

  • exchanging experiences of everyday life and leisure activities using –해요/했어요 as a chunk, for example, 오늘 한국어를 공부해요 / 어제 영어를 공부했어요
  • sharing experiences and feelings such as weekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요
  • interacting via different modes of communication including class blogs or wikis to exchange personal information and to express opinions, for example, … 어때요/어땠어요?
  • recounting experiences with family and friends in speaking and writing, for example, in conversations, diaries or blogs (토요일에 저는 친구하고 쇼핑했어요.제니하고 웨스트필드에 갔어요 ...)

  VCKOC153 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHHK089

  The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples

  Elaborations

  • investigating colonial life to discover what life was like at that time for different inhabitants, for example, a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer, in terms of clothing, diet, leisure, paid and unpaid work, language, housing and children’s lives
  • mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
  • investigating the impact of settlement on the environment, for example, comparing the present and past landscape and the flora and fauna of the local community

  VCHHK089 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• 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

• Dance: Levels 5 and 6 description

  In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.

  Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend...

  Level description | The Arts | Dance

• Economics and Business: Levels 5 and 6 achievement standards

  By the end of Level 6, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They recognise that consumer choices and financial decisions are influenced by a range of factors and describe the effects of these choices and decisions on...

  Level description | The Humanities | Economics and Business | Levels 5 and 6

• Health and Physical Education: Levels 5 and 6 achievement standards

  By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own...

  Level description | Health and Physical Education | Levels 5 and 6

• VCLVU163

  Distinguish and produce the speech sounds of the language, understanding how these are represented in writing

  Elaborations

  • identifying meaningful sounds, syllables and morphemes in words and phrases
  • confirming sound–symbol correspondences in the language by reading syllables, morphemes and words for meaning
  • using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to support links with the spoken language
  • identifying morphemes, words and phrases in speech and matching these with their written forms
  • paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language
  • noticing variations in pronunciation of the same word by different speakers and discussing whether this can be reflected in the spelling of the word
  • recognising that in some cases the original sound/parts of the sound of some words in the language may be unknown, considering possible reasons for this
  • understanding that other languages may suggest historical pronunciations for the language
  • learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems
  • recognising which speech sounds are not typical for the language, and which sounds are very common, identifying where these can occur in words
  • using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their written forms
  • noticing the various roles of the speech organs in the production of sounds in the language, and comparing these with English and other known languages

  VCLVU163 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VC2M6ST03

  plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

  Elaborations

  • selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
  • using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
  • investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
  • collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
  • collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
  • collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale

  VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VCGGK094

  Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places

  Elaborations

  • identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining

  VCGGK094 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• Economics and Business: Levels 5 and 6 description

  In Levels 5 and 6, students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.

  Students examine...

  Level description | The Humanities | Economics and Business

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• 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