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• VCHPEM122

  Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities

  Elaborations

  • explaining why infringements result in consequences such as a penalty or free pass
  • proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
  • correctly interpreting and applying rules in physical activities

  VCHPEM122 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Learning through movement

• VCSIS084

  Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

  Elaborations

  • discussing in groups how investigations can be made as fair as possible
  • using tools and digital technologies to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
  • using digital technologies to make accurate measurements and record data

  VCSIS084 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCDEC142

  Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings

  Elaborations

  • producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
  • responding to a text such as a poem by selecting an appropriate image to illustrate an aspect (message, mood) and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich bin glücklich, wenn die Sonne scheint.
  • using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending, plot and characters
  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, using a digital cartoon tool

  VCDEC142 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFC171

  Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as an online Auslan–English dictionary of school-specific vocabulary

  VCASFC171 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCELC145

  Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting Greek versions of existing school signs, recognising difference in word order, for example, staffroom, canteen
  • constructing and maintaining a bilingual website for a sister-school or a contact group of young learners of English in a Greek-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCELC145 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHIC045

  Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning

  Elaborations

  • creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English
  • creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi
  • creating short animations in Hindi with subtitles in English
  • creating bilingual brochures or posters to promote school or community events
  • creating and performing short bilingual chants, songs or raps that move between Hindi and English

  VCHIC045 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCJAC153

  Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus

  Elaborations

  • creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions
  • performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations
  • using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus, posters or invitations, comparing results and identifying how bilingual texts support intercultural communication
  • creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day

  VCJAC153 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
  • discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEC140

  Gather, compare and respond to information from different sources relating to social and natural worlds

  Elaborations

  • collecting and comparing information from a range of informative print media and digital texts on topics related to social and environmental issues, for example, family life, schooling in different cultural contexts, endangered animals, or innovative technology
  • obtaining information from simple texts such as advertisements or features in teen magazines to share impressions of the lifestyles of young German speakers in different contexts
  • viewing subtitled video clips on different German-speaking communities, identifying key facts and features, and recording new vocabulary and expressions for use in shared texts
  • compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication (Hast du ein Handy? Wie oft telefonierst/simst du? Wie oft schaust du einen YouTube clip an?)
  • viewing a news item or short documentary about a festival in a German-speaking country, such as die Basler Fasnacht or Karneval in Köln, describing and giving an opinion on the main aspects, for example, Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik. Aber ich möchte nicht um 4 Uhr aufstehen.

  VCDEC140 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC161

  Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for own learning, and share them in the school community and with learners of Korean in the virtual community

  Elaborations

  • creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
  • creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, 10월 3일 개천절
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young learners of English in a Korean-speaking community

  VCKOC161 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCSIS087

  Suggest improvements to the methods used to investigate a question or solve a problem

  Elaborations

  • working collaboratively to identify where testing was not fair and suggesting how fairness could be improved
  • identifying improvements to investigation methods, and discussing how these improvements would affect the quality of the data obtained

  VCSIS087 | Science | Levels 5 and 6 | Science Inquiry Skills | Analysing and evaluating

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

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

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

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCCCG008

  Discuss the values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system

  Elaborations

  • explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia's system of government
  • discussing the meaning and importance of the values and principles of Australian democracy such as freedom, representation, majority rule, equality, fairness and justice

  VCCCG008 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

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

  Students increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (-ille, -ette, -tion). They use present tense forms of regular -er, -ir and -re verbs...

  Level description | Languages | French | F–10 Sequence

• 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