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• 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

• Intercultural Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about diverse cultural practices and beliefs and how they compare with their own. This includes religious beliefs, traditional celebrations, family relationships, gender...

  Level description | Capabilities | Intercultural Capability

• Music: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the elements of music, their voices, instruments and technologies to improvise, arrange, compose and perform music. They sing and play music in different styles and use music terminology, demonstrating listening, technical and expressive skills, performing with...

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

• Personal and Social Capability: Levels 5 and 6 achievement standards

  By the end of Level 6, students describe different ways to express emotions and the relationship between emotions and behaviour. They describe the influence that personal qualities and strengths have on achieving success. They undertake some extended tasks independently and describe task progress...

  Level description | Capabilities | Personal and Social Capability | Levels 5 and 6

• Visual Arts: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain how ideas are expressed in artworks they make and view. They demonstrate the use of different techniques and processes in planning and making artworks .They use visual conventions and visual arts practices to express ideas, themes and concepts in their artworks.

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

• Visual Arts: Levels 5 and 6 description

  In Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.

  As they make and respond to visual artworks, students explore a diversity of ideas, concepts...

  Level description | The Arts | Visual Arts

• VCDEC146

  Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments

  Elaborations

  • observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives (-chen, -lein)
  • noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
  • reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, nodding one’s head)
  • noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions
  • recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events

  VCDEC146 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• 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

• 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

• Critical and Creative Thinking: Levels 5 and 6 achievement standards

  By the end of Level 6, students apply questioning as a tool to focus or expand thinking. They use appropriate techniques to copy, borrow and compare aspects of existing solutions in order to identify relationships and apply these to new situations.

  Students distinguish between valid and sound...

  Level description | Capabilities | Critical and Creative Thinking | Levels 5 and 6

• Design and Technologies: Levels 5 and 6 achievement standards

  By the end of Level 6 students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions...

  Level description | Technologies | Design and Technologies | Levels 5 and 6

• Digital Technologies: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.

  Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and...

  Level description | Technologies | Digital Technologies | Levels 5 and 6

• 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

• Geography: Levels 5 and 6 achievement standards

  By the end of Level 6, students describe and explain spatial characteristics and characteristics of places from local to global scales. They describe and explain interconnections and their effects. They identify and describe locations including the major countries of Europe, North America and Asia.

  T...

  Level description | The Humanities | Geography | 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

• History: Levels 5 and 6 achievement standards

  By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.

  Students sequence events...

  Level description | The Humanities | History | Levels 5 and 6

• Media Arts: Levels 5 and 6 description

  In Levels 5 and 6, students develop their use of structure, intent, character and settings by incorporating viewpoints and genre conventions in their media art works. They explore and use media technologies and media elements such as time, space, sound, colour, movement and lighting, and evaluate...

  Level description | The Arts | Media Arts

• 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 5 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

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices