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• VCIDC041

  Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport (Tim saya hebat!)
  • performing or presenting own texts, for example, a photo story, advertisement or rap

  VCIDC041 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCKOC159

  Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face-to-face and online to present to different audiences

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others face-to-face or online, for example, a commercial for a new product, a short film, video clip or rap, or a poster for an imagined event
  • creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem, an acrostic poem or 삼행시

  VCKOC159 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCMNA212

  Solve problems involving addition and subtraction of fractions with the same or related denominators

  Elaborations

  • understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions
  • solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
  • modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes

  VCMNA212 | Mathematics | Level 6 | Number and Algebra | Fractions and decimals

• VCRAC041

  Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

  Elaborations

  • composing texts for the students' own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport
  • performing or presenting own texts

  VCRAC041 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

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

  By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球，你呢？); and to access a...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6

• 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

• History: Levels 5 and 6 description

  From Colony to Nation

  In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups...

  Level description | The Humanities | History

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

  Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...

  Level description | Languages | Korean | F–10 Sequence

• Mathematics Version 2.0: Level 6 description

  In Level 6, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• VCADRR032

  Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including in the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
  • identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
  • talking and writing about drama from other places and times and how it may contribute to their own drama, and how cultural understandings shape meanings in drama
  • identify the features of drama from different times and places, for example, investigate ways that drama created by contemporary Aboriginal and Torres Strait Islander drama practitioners and drama created by contemporary drama practitioners based in a school’s/region’s sister city in Asia, communicate stories

  VCADRR032 | The Arts | Drama | Levels 5 and 6 | Respond and Interpret

• VCAMUR032

  Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different cultures, times and locations, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing one’s own music, outlining their use of performance techniques and discussing the purpose of using specific presentation and production elements
  • providing and responding to feedback to refine performances and compositions
  • talking and writing about music from other places and times and how cultural understandings shape responses to music; for example, listening to examples of contemporary music that uses Aboriginal instruments such as the didgeridoo or clap sticks and asking ‘how does this music draw on music traditions or styles from other times, cultures or locations?
  • identifying the features of music from other contexts, for example, investigate traditional and contemporary music from Asia, considering traditions, customs and conventions

  VCAMUR032 | The Arts | Music | Levels 5 and 6 | Respond and Interpret

• VCESC151

  Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events

  Elaborations

  • producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish
  • creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or acrostic poem or jingle, riddle or rap
  • creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
  • representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings

  VCESC151 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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

• VCHIC047

  Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon different language and cultural resources to make meaning
  • identifying benefits of knowing more than one language and considering whether moving between languages affects their sense of identity or ‘belonging’
  • comparing their family cultures, considering how their family and community life shape their sense of identity and how culture is reflected in their daily activities and interests
  • evaluating their ability to communicate across and through different languages and to use their language and cultural skills in Hindi and English to best effect
  • comparing observations about how interacting in Hindi feels different to interacting in English, identifying ways of socialising or communicating that they see to be culture-specific

  VCHIC047 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VC2M6N05

  solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions

  Elaborations

  • representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes
  • determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems
  • calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions
  • understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators

  VC2M6N05 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• 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

• VCASFC172

  Demonstrate understanding of the nature of identity in relation to themselves and to members of the Deaf community

  Elaborations

  • describing key milestones or important influences in their lives, including people, events, experiences, community traditions or travel experiences, explaining how these have helped shape their sense of identity and their perspectives
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults in the footage
  • making and sharing ‘hand identity charts’ to illustrate similarities and differences in how students define themselves or may be defined by others, using sketches of signs or gloss in the fingers of the chart and views of others outside the handshape
  • identifying Deaf community identities associated with significant places, such as Martha Overend Wilson and the sites of the former Queensland Adult Deaf and Dumb Mission, or Eugene Salas and the original South Australian Deaf Society/Mission building

  VCASFC172 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• VCFRC047

  Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios

  Elaborations

  • creating a self-profile, using captioned photos, slide presentations, posters or concept maps to highlight key characteristics, relationships and ways of using language
  • preparing a class profile to exchange with French-speaking students, showing language backgrounds, interests and personalities represented in the class, and using captions and symbols such as flags, emoticons, and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways
  • considering whether learning and using French impacts on identity either in or out of the classroom

  VCFRC047 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCHIU051

  Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants

  Elaborations

  • distinguishing between spoken and written forms of Hindi, identifying examples of colloquialisms and words and expressions used mainly in spoken conversation, for example, the non-standard मेरे को in place of the formal Hindi मुझे or the use of मतलब ... at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of the voice, and that these variations occur in both formal and informal language
  • recognising how language use varies to reflect different feelings, relationships, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Bollywood scripts
  • noticing patterns in language use that reflect age, gender and social status as well as the context and purpose of interaction
  • recognising how language use such as levels of politeness or of Sanskrit-derived terms such as श्रीमान reflects the intention of a speaker or writer and the relationship between participants

  VCHIU051 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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