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• VCZHC148

  Plan and present key points of information to familiar audiences

  Elaborations

  • developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务
  • working in teams to prepare and present an oral presentation, supported by digital media, related to own school or community or on topics of interest, for example, endangered animals, popular singers in Asia
  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • producing a digital display containing text and images to present a personal perspective on life in Australian schools to share with peers overseas
  • creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
  • collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

  VCZHC148 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCCCC015

  Identify different points of view on a contemporary issue relating to democracy and citizenship

  Elaborations

  • analysing where points of view differ about an issue and clarifying the reasons for the points of view others have taken
  • investigating an international human rights or environmental issue and research the responses of the Australian government and other nation's governments
  • participating in a relevant democratic process, for example in school decision-making process such as student council

  VCCCC015 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCTR026

  Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated

  Elaborations

  • considering a range of sample analogies and discussing possible sources for analogies, for example, personal experience
  • examining the form of an argument by analogy and constructing examples, for example ‘just as a machine goes rusty and stiffens if the parts don’t move, people’s bodies also need to move’ as part of a promotion strategy for exercise
  • discussing the strength of an analogy by examining whether there is good reason to think that a particular characteristic is shared, for example that people’s bodies share an adequate degree of similarity with machines in an analogy about the need to keep machines maintained and exercise

  VCCCTR026 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCELA321

  Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

  Elaborations

  • observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')

  VCELA321 | Curriculum content | English | Level 5 | Writing | Language

• VCELA335

  Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

  Elaborations

  • recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this year.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this year.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this year') and reflecting on the effect of these different choices

  VCELA335 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VCELT336

  Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

  Elaborations

  • posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm

  VCELT336 | Curriculum content | English | Level 5 | Speaking and Listening | Literature

• VCZHC037

  Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts

  Elaborations

  • singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻 （我爱你,我爱你， 就像老鼠爱大米） or 重复 （我是女生，漂亮的女生，我是女生，爱哭的女生）
  • retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
  • expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
  • participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
  • creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
  • reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
  • reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.

  VCZHC037 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCELY317

  Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

  VCELY317 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCASFU050

  Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail

  Elaborations

  • recognising that quantifiers such as FEW or THERE are also types of adjective signs
  • recognising that some adverbs modify adjectives, not verbs, for example VERY and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED -_really, PLEASED -_really, TALL -_really
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT_-fast (manner added)
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can be linked equally, for example:
    STUDENT BORED, TRY FOCUS
    The student was bored and tried to focus.
    
  • or unequally, where one clause depends on another, for example:
    I-F BORED, OPEN-BOOK READ
    If you are bored, read a book.
    
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    

  VCASFU050 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCELY337

  Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills

  Elaborations

  • asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

  VCELY337 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• VCGGC089

  Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial...

  Elaborations

  • summarising the points of view on an issue, for example in a planning or environmental dispute
  • developing a diagram to show the similarities and differences in official languages and religions across a number of countries
  • creating maps such as flow and choropleth maps, or plans for specific purposes. For example, a flow map to show the connections Australia has with other countries, or a bushfire management plan mapping geographical data using spatial technologies, the location of recent bushfires in Australia, or information they have collected through fieldwork
  • annotating a map to show places and their features in Australia and in selected countries of North America and Europe
  • creating small-scale maps to show connections between places

  VCGGC089 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• 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

• VCNRC037

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

  Elaborations

  • collaborating with peers during individual or group activities
  • checking on progress during learning tasks or activities
  • asking peers politely to do something and responding to requests, for example, giving and receiving things
  • talking about the experience of learning and using the language, comparing what they can and cannot do

  VCNRC037 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCPSCSE028

  Identify the skills for working independently and describe their performance when undertaking independent tasks

  Elaborations

  • responding to a case study showing an independent task, highlighting the successes and areas for improvement
  • defining what it means to be an independent learner
  • preparing a work plan outlining the steps to be undertaken in order to complete an independent task
  • developing a list of success criteria in order to monitor and cross-check their progress

  VCPSCSE028 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• English: Level 5 achievement standards - Speaking and Listening

  Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes...

  Level description | English | Level 5 | Speaking and Listening

• English: Level 5 achievement standards - Writing

  Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...

  Level description | English | Level 5 | Writing

• Civics and Citizenship: Levels 5 and 6 achievement standards

  By the end of Level 6, students identify the values that underpin Australia’s democracy and explain the importance of the electoral process. They describe the purpose of key institutions and levels of government in Australia’s democracy. They explain the role of different people in...

  Level description | The Humanities | Civics and Citizenship | Levels 5 and 6

• VCNRC036

  Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions

  Elaborations

  • planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
  • working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture

  VCNRC036 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• 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