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• German - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...

  Level description | Languages | German | F–10 Sequence

• VCDEC139

  Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning

  Elaborations

  • politely asking peers to do something and responding to requests, for example, giving and receiving things (Gib mir itte den Stift! bitte schön; danke schön)
  • discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
  • checking on progress during learning tasks or activities, using comments and questions such as Kein Problem! Das schaffen wir. Was machst du jetzt? Verstehst du das?
  • sharing ideas about the experience of learning and using German, and comparing what they can and cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.

  VCDEC139 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELC139

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities, for example, Κοίτα, Άκου, Κάνε το έτσι, Πες το, Τι κάνεις τώρα;
  • checking on progress during learning tasks or activities, using comments and questions such as Κατάλαβες; Εντάξει, Πώς πας; Τελείωσες; Το ξέρω, Το έκανα, εύκολο
  • asking peers politely to do something and responding to requests, for example, giving and receiving things, Ένα μολύβι παρακαλώ, Ορίστε. Ευχαριστώ πολύ. Παρακαλώ. Θα ήθελα ... Μου δίνεις;
  • reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100

  VCELC139 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCLVU169

  Explore the language situation of language communities and the diversity of language contexts in Australia

  Elaborations

  • investigating the nature and state of health of Aboriginal and Torres Strait Islander languages across Australia and in their region
  • recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing reasons for this
  • learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics
  • recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival, and investigating the diversity of historical causes for this
  • recognising how Aboriginal and Torres Strait Islander languages have been transmitted and recorded across generations
  • exploring how physical and biological environments affect linguistic ecology
  • recognising shared vocabulary across Aboriginal and Torres Strait Islander languages, and understanding why there might be variations in spelling
  • recognising dialectal differences and similarities within languages
  • investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region and in the wider Australian community, for example, in the media, in art galleries, festivals, on public transport

  VCLVU169 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCDSTC037

  Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use

  Elaborations

  • identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water
  • evaluating the functional properties of a specific-purpose household system, for example a security system
  • examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
  • comparing tools, equipment and techniques to select those most appropriate for a given purpose
  • evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
  • comparing the design and production of products, services and environments in Australia and a country in the Asia region

  VCDSTC037 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Materials and technologies specialisations

• VCGGK096

  Environmental and human influences on the location and characteristics of places and the management of spaces within them

  Elaborations

  • comparing how people have responded to climatic conditions in similar and different places and factors that may have influenced this such as culture and technology
  • investigating the influence of landforms on the development of settlements that are involved in food and fibre production. For example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges
  • explaining why most Australians live close to the coast rather than in inland Australia
  • examining how the use of the space within their local place is organised through zoning
  • investigating a current local planning issue, such as the redevelopment of a site, preservation of open space or subdivision of farming land, exploring why people have different views on the issue, and developing a class response to it

  VCGGK096 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCTRC045

  Compare their experiences of moving between Turkish and English, identifying advantages and challenges in respect to being bilingual or multilingual

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity
  • comparing family cultures, considering how their own upbringing has shaped their sense of identity, for example, how Turkish and Australian cultural influences are differently reflected in their daily lives, interests and social activities
  • reflecting on how interacting in Turkish feels different to interacting in English and identifying elements that feel culturally specific
  • considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages

  VCTRC045 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

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

  Students expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to...

  Level description | Languages | Hindi | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students learn to analyse new characters encountered in texts, with a focus on mapping these character forms to their known spoken language. Students make comparisons between societies, social structures and belief systems and explore how these are conveyed through language. They discover and...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• 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

• 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

• 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

• VCELY338

  Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

  Elaborations

  • planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

  VCELY338 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• VCASFU049

  Identify different types of verbs based on their ability to integrate space into the sign, and recognise types of depiction available to a signer, namely, entity, handling and SASS depicting signs and constructed action

  Elaborations

  • identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
  • distinguishing, with support, between directional and locational indicating verbs, and noticing that verbs differ depending on whether modification of movement happens at the start, end or start and end of a sign
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU049 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCITC042

  Interact in classroom activities and create shared class routines

  Elaborations

  • interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello
  • asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
  • asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
  • asking where an event is taking place, for example, Dove si fa la festa? Dove si trova …? Dov’è …? In Italia/vicino/lontano/ al numero 6
  • participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …

  VCITC042 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VC2M5N10

  follow a mathematical algorithm involving branching and repetition (iteration); create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

  Elaborations

  • simulating a simple random walk
  • manipulating sets of numbers using a given rule, for example, if a number is even, halve it; or if a number is odd, subtract 1 then halve it
  • creating algorithms that use multiplication and division facts to determine if a number is a multiple or factor of another number; for example, using a flow chart that determines whether numbers are factors or multiples of other numbers using branching, such as yes/no decisions
  • identifying lowest common multiples and highest common factors of pairs or triples of natural numbers; for example, the lowest common multiple of {6, 9} is 18, and the highest common factor is 3, and the lowest common multiple of {3, 4, 5} is 60 and the highest common factor is 1
  • using the ‘fill down’ function of a spreadsheet and a multiplication formula to generate a sequence of numbers that represent the multiples of any number you enter into the cell, and describing and explaining the emerging patterns

  VC2M5N10 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VCASFC047

  Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community

  Elaborations

  • reflecting on and providing possible explanations for assumptions that hearing people might make about deaf people or about signed languages
  • examining some misconceptions about hearing people and culture held by members of the Deaf community, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • identifying how various emotions and attitudes, such as respect, shyness, exuberance or embarrassment, are expressed and may be perceived across different languages and cultures, comparing their experience of such differences in their own interactions with speakers of English or other spoken languages
  • explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning
  • reflecting on language and cultural differences in forms of address in signed and spoken languages that need to be taken into account when interacting interculturally, for example, the frequent use of a person’s name when addressing them directly in Australian English but not in Auslan
  • reflecting on the role of personal storytelling in teaching and supporting deaf children to navigate a hearing world

  VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• VCASFC040

  Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection

  Elaborations

  • viewing different types of informative Auslan texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions in Auslan
  • viewing live or recorded interviews or informal conversations between Auslan users in different situations and contexts, summarising key points and topics covered
  • collating and analysing information obtained from Auslan media reports on people or events, organising the information visually in a mind map
  • surveying a range of hearing and deaf people on an issue of shared interest, analysing and presenting results through short signed presentations or in chart, graph or table form
  • interviewing a deaf adult about their educational experiences and comparing these with their own
  • summarising and contrasting information contained in two differently sourced Auslan texts on a selected topic
  • summarising key ideas and information provided by deaf visitors using active watching behaviours and contributing questions and responses

  VCASFC040 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC168

  Engage with a range of creative and imaginative texts, identifying and discussing ideas and characters and making connections with their own experiences

  Elaborations

  • viewing a signed narrative text and responding by drawing a storyboard that identifies and sequences key events
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • engaging with different examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance

  VCASFC168 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCIDC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…
  • reading, viewing and listening to texts to research information about concepts related to other learning areas such as the Arts, Humanities and Science
  • identifying and comparing perspectives about information in spoken and written texts , for example, Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang setuju?

  VCIDC038 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing