Search results

Result list

• Science: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students explore how changes can be classified in different ways. Students are introduced to cause-and-effect relationships that relate to form and function...

  Level description | Science

• Science: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain how scientific knowledge is used in decision making and develops from many people’s contributions. They discuss how scientific understandings, discoveries and inventions affect peoples’ lives. They compare the properties and behaviours of solids...

  Level description | Science | Levels 5 and 6

• VCSSU079

  Sudden geological changes or extreme weather conditions can affect Earth’s surface

  Elaborations

  • investigating major geological events, for example, earthquakes, volcanic eruptions and tsunamis
  • recognising that earthquakes can cause tsunamis
  • considering the effect of drought on living and non-living aspects of the environment

  VCSSU079 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences

• VCSSU074

  Living things have structural features and adaptations that help them to survive in their environment

  Elaborations

  • explaining how particular adaptations aid survival, for example, nocturnal behaviour, silvery coloured leaves of dune plants
  • describing and listing adaptations of living things suited for particular Australian environments

  VCSSU074 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• VCSSU075

  The growth and survival of living things are affected by the physical conditions of their environment

  Elaborations

  • observing the growth of fungi, for example, yeast and bread mould in different temperature conditions
  • investigating how changing the physical conditions for plants impacts on their growth and survival, for example, changing salt water concentrations, using fertilisers or transferring to a different soil type
  • researching organisms that live in extreme environments, for example, Antarctica, a desert or deep sea

  VCSSU075 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• VCSSU073

  Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

  Elaborations

  • exploring objects and devices that include parts that involve the reflection, absorption or refraction of light, for example, mirrors, sunglasses and prisms
  • considering how electricity and electrical appliances have changed the way some people live
  • considering how decisions are made to grow particular plants and crops depending on environmental conditions
  • considering how guidelines help to ensure the safe use of electrical devices
  • comparing the benefits of using solid, liquid or gaseous fuels to heat a home
  • designing shelters for living things that are exposed to changed or harsh environments, for example, as a result of bushfire or displacement

  VCSSU073 | Science | Levels 5 and 6 | Science Understanding | Science as a human endeavour

• 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

• 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

• VCGGK093

  Differences in the demographic, economic, social and cultural characteristics of countries across the world

  Elaborations

  • identifying examples of indigenous peoples who live in different regions in the world and appreciating their similarities and differences. For example, the Aboriginal and Torres Strait Islander peoples of Australia, Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia
  • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
  • comparing people’s lives in places with different levels of income
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

  VCGGK093 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• 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

• VCVIC143

  Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts

  Elaborations

  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information
  • collecting information from sources such as class surveys, online forums or blog posts about aspects of Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên đán, lễ Vu lan, giỗ tổ Hùng Vương
  • investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
  • collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends
  • locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)

  VCVIC143 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as ‘Cinderella’ compared to that of Bawang Putih dan Bawang Merah
  • noticing how Indonesians describe self, such as often including regional language, ethnic group and religious affiliation
  • understanding that Indonesian as a national language enables communication across diverse groups of people and languages, and is part of national identity
  • recognising generalisations and stereotypes about cultural groups (for example, ‘all Indonesians are Muslim’), and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCIDU051 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCSSU078

  Earth is part of a system of planets orbiting around a star (the Sun)

  Elaborations

  • identifying the planets of the solar system and comparing how long they take to orbit the Sun
  • modelling the relative size of and distance between Earth, other planets in the solar system and the sun

  VCSSU078 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences

• VCASFC043

  Create live or filmed performances that engage specific audiences and present imagined experiences, people or places

  Elaborations

  • working collaboratively to create a filmed episode of a pilot for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
  • creating and performing imaginary scenarios that reflect experiences in their own lives
  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • signing different versions of a familiar short story, changing perspectives according to different characters
  • creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses
  • creating additional dimensions or changing the focus of a fictional experience by varying the use of manner, constructed action, space and aspect
  • participating in a class storytelling competition, conforming to conventions of character perspective and relationship with audience
  • creating amusing reinterpretations or spoofs of traditional fairytales, using exaggerated elements of sign and gesture
  • improvising spontaneous responses to a stimulus such as 'Sixty Seconds to Make the Audience Laugh, Cry …'

  VCASFC043 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCHHK094

  The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

  Elaborations

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • describing the significance of the 1962 right to vote federally and the 1967 referendum
  • investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
  • investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
  • investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family

  VCHHK094 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

• VCITU055

  Recognise the dynamic nature of language and culture

  Elaborations

  • investigating how media and digital technologies have changed the way Italian is used, for example, noticing the influence of English words in television programs, advertisements, and text messages
  • considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you explain netball or cricket to an Italian student? Why are there no separate Italian words for iPod, Nintendo DS, MP3 or email?

  VCITU055 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCEBN009

  Investigate the nature and explain the importance of enterprising behaviours and capabilities

  Elaborations

  • investigating behaviours that are considered enterprising and why, for example, taking initiative in classroom activities to help propose actions to economics or business issues or events
  • brainstorming the reasons why enterprising behaviours and capabilities are important for individuals and businesses
  • using a mindmap to plan how they might use their enterprising behaviours and capabilities in classroom or school activities
  • developing an innovative response when faced with a challenge or problem
  • practising a range of enterprising behaviours in setting up a class activity, for example, the class running a lunchtime disco to raise money for their school

  VCEBN009 | The Humanities | Economics and Business | Levels 5 and 6 | Enterprising Behaviours and Capabilities

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture