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The Arts

Learning focus

As students work towards the achievement of Level 6 standards in the Arts, they investigate a range of traditional and contemporary arts forms, styles, media, materials, equipment and technologies in the arts disciplines of Dance, Drama, Media, Music and Visual Arts – Art (two-dimensional and three-dimensional) individually and in combination. They learn about ways to design, improvise, represent, interpret, make and present arts works that communicate feelings and their interests and understanding of themselves, their relationships and other people. For example:

  • in Dance, students mirror the movements of a partner and then perform the same movements expressing contrasting emotions
  • in Drama, students role-play situations and events, sustaining role/character throughout their group...
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Standards

At Level 5, students are working toward the Level 6 standards.

Civics and Citizenship

Learning focus

As students work towards the achievement of Level 6 standards in Civics and Citizenship, they learn about the origins and establishment of the Australian nation at Federation. They examine the nature of the Australian federal system of governance that developed. They consider the effects of Australian federation on the democratic rights of different groups of people such as Aboriginal and Torres Strait Islander (ATSI) people, women and non-British migrants.

Students learn about the three levels of government in Australia and investigate examples of the functions and services of these governments such as currency, defence, education, health, parks and libraries. They examine other features of Australian democracy; for example, the role of government in representing the people, the key...

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Standards

At Level 5, students are working toward the Level 6 standards.

Communication

Learning focus

As students work towards the achievement of Level 6 standards in Communication, they use their understanding of communication conventions to communicate effectively with peers and to respond appropriately when they are part of an audience; for example, by waiting for the communication of others to be completed before responding. They practise listening attentively to identify and communicate main points to others. They reflect on the implicit messages received through body language and begin to understand that verbal and non-verbal messages do not always correspond. They practise sending consistent messages during their interactions.

Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication...

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Standards

At Level 5, students are working toward the Level 6 standards.

Design, Creativity and Technology

Learning focus

As students work towards the achievement of Level 6 standards in Design, Creativity and Technology, they contribute to the development of design briefs that include some limitations and specifications by posing questions about and identifying situations, problems, needs and opportunities for the creation of useful products and simple systems. They explore ideas and concepts about design, materials/ingredients and systems, and consider how these can be combined in innovative ways to create solutions; for example, for a model solar boat or a fun park ride.

Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information...

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Standards

At Level 5, students are working toward the Level 6 standards.

English

English Level Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes...

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English Content Descriptions

Reading and viewing

Language
  1. Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
  2. Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
  3. Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
  4. Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)
  5. Recognise uncommon plurals, for example ‘foci’ (ACELA1514)
Literature
  1. Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
  2. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
  3. Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
  4. Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
Literacy
  1. 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 (ACELY1698)
  2. Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
  3. Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
  4. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Writing

Language
  1. 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 (ACELA1505)
  2. Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)
  3. Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
  4. Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
  5. Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
Literature
  1. Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
  2. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
Literacy
  1. Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
  2. Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
  3. Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
  4. Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Speaking and listening

Language
  1. Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
  2. Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
  3. Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
Literature
  1. Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
Literacy
  1. 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 (ACELY1699)
  2. Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  3. Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

English Achievement Standard

Reading and viewing

By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

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 a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

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 and audiences. They make presentations and contribute actively...

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Health and Physical Education

Learning focus

As students work towards the achievement of Level 6 standards in Health and Physical Education, they refine and expand their range of skills, and perform them with increasing precision, accuracy and control in more complex movements, sequences and games. Students begin to observe, and give constructive feedback on, the skill performance of their peers. They consolidate their mobility and safety skills in aquatic environments and develop confidence and responsibility in the water by, for example: swimming competently for a continuous distance of 50 metres (25 meters in freestyle and 25 metres in another stroke); demonstrating sound breathing and stroke techniques; throwing a rope or buoyant object to a person at least five metres from the side of the pool and pulling or instructing them...

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Standards

At Level 5, students are working toward the Level 6 standards.

History

History Level Description

The Australian Colonies

The Level 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies and the development of a colony. They learn about what life was like...

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Key inquiry questions

  1. What do we know about the lives of people in Australia’s colonial past and how do we know?
  2. How did an Australian colony develop over time and why?
  3. How did colonial settlement change the environment?
  4. What were the significant events and who were the significant people that shaped Australian colonies?

History Content Descriptions

Historical Knowledge and Understanding

The Australian Colonies
  1. Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093)
  2. The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)
  3. The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095)
  4. The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)
  5. The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Historical Skills

Chronology, terms and concepts
  1. Sequence historical people and events (ACHHS098)
  2. Use historical terms and concepts (ACHHS099)
Historical questions and research
  1. Identify questions to inform an historical inquiry (ACHHS100)
  2. Identify and locate a range of relevant sources (ACHHS101)
Analysis and use of sources
  1. Locate information related to inquiry questions in a range of sources (ACHHS102)
  2. Compare information from a range of sources (ACHHS103)
Perspectives and interpretations
  1. Identify points of view in the past and present (ACHHS104)
Explanation and communication
  1. Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)
  2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

History Achievement Standard

By the end of Level 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.

Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

The Humanities - Economics

Learning focus

As students work towards the achievement of Level 6 standards in Economics, they learn about the nature of the economic problem (scarcity): that is, that our needs and wants are unlimited but the resources available to satisfy these wants are limited. They explore how the community defines, classifies and uses resources. They learn about the processes of consumption, production and distribution in meeting needs and wants, and the role of consumers, workers and producers in the economy. They consider factors affecting their spending and why it is important to be an informed consumer when making spending decisions. They investigate the importance of personal money management and the role of banking, budgeting and saving.

Students consider the nature and meaning of work and its relationship...

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Standards

At Level 5, students are working toward the Level 6 standards.

The Humanities - Geography

Learning focus

As students work towards the achievement of Level 6 standards in Geography, they investigate some of the significant natural processes that operate across Australia (for example, rainfall, drought, flood, earthquake, cyclones and bushfire), and how people react to them, including their preparation for, and management of, natural disasters.

Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and Torres Strait Islander communities’ care of the land; clearance by farmers and subsequent problems of land degradation and salinity; and protection of the natural environment through the creation of nature parks, national parks and marine parks. Using an inquiry-based approach, students explore environmental issues and consider possible...

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Standards

At Level 5, students are working toward the Level 6 standards.

Information and Communications Technology

Learning focus

As students work towards the achievement of Level 6 standards in Information and Communications Technology (ICT), they apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge. They begin to use new tools, such as ict-controlled models, a programming language or simulation software, such as microworlds, spreadsheets and domain specific modelling software, to represent and explore processes, patterns, and cause-and-effect relationships. They learn to use tools, such as database software and graphic organisers, to organise and analyse data and information. For example, after interviewing people of Asian cultural backgrounds, students might identify similarities and differences between Australian and Asian customs by using a double-cell diagram

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Standards

At Level 5, students are working toward the Level 6 standards.

Interpersonal Development

Learning focus

As students work towards the achievement of Level 6 standards in Interpersonal Development, they develop skills and behaviours for connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.

Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role...

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Standards

At Level 5, students are working toward the Level 6 standards.

Languages Pathway 1

Learning focus

As students work towards the achievement of standards at Pathway 1 Level 6, they learn about cultural differences associated with the language other than English. They understand that Australian life and culture are influenced by these different ways of life. They learn why there are similarities and differences between languages, and how these are related.

Students begin to understand and use the language within the world of their own experience and imagination, with some topics drawn from other domains, including exchanging simple personal information and opinions, and creating and performing short skits in the language. They start to read and locate items of information in short texts and to write short paragraphs.

Students make logical attempts to decipher meaning from written and...

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Standards

At Level 5, students are working toward the Level 6 standards.

Mathematics

Mathematics Level Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
  2. Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
  3. Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
  4. Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)
  5. Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)
Fractions and decimals
  1. Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
  2. Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
  3. Recognise that the place value system can be extended beyond hundredths (ACMNA104)
  4. Compare, order and represent decimals (ACMNA105)
Money and financial mathematics
  1. Create simple financial plans (ACMNA106)
Patterns and algebra
  1. Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
  2. Use equivalent number sentences involving multiplication and division to find unknown quantities (ACMNA121)

Measurement and Geometry

Using units of measurement
  1. Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
  2. Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
  3. Compare 12- and 24-hour time systems and convert between them (ACMMG110)
Shape
  1. Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)
Location and transformation
  1. Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
  2. Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
  3. Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115)
Geometric reasoning
  1. Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Statistics and Probability

Chance
  1. List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
  2. Recognise that probabilities range from 0 to 1 (ACMSP117)
Data representation and interpretation
  1. Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
  2. Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
  3. Describe and interpret different data sets in context (ACMSP120)

Mathematics Achievement Standard

Number and Algebra

Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals.

Measurement and Geometry

Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24-hour time. Students use a grid reference system to locate landmarks. They estimate angles, and use protractors and digital technology to construct and measure angles. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry.

Statistics and Probability

Students pose questions to gather data and construct various displays appropriate for the data, with and without the use of digital technology. They compare and interpret different data sets. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities as a number from 0 to 1.

Personal Learning

Learning focus

As students work towards the achievement of Level 6 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning.

Students seek and use teacher feedback to develop their content knowledge and understanding and reflect on how their prior knowledge has changed. They explore how personal values, perspectives and attitudes contribute to the development of content...

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Standards

At Level 5, students are working toward the Level 6 standards.

Science

Science Level Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant level to ensure that these two strands are addressed over the two-level period. The three strands of the...

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Science Content Descriptions

Science Understanding

Biological sciences
  1. Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
Chemical sciences
  1. Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
Earth and space sciences
  1. The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
Physical sciences
  1. Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science as a Human Endeavour

Nature and development of science
  1. Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081)
  2. Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082)
Use and influence of science
  1. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083)
  2. Scientific knowledge is used to inform personal and community decisions (ACSHE217)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231)
Planning and conducting
  1. With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
  2. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087)
  3. Use equipment and materials safely, identifying potential risks (ACSIS088)
Processing and analysing data and information
  1. Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
  2. Compare data with predictions and use as evidence in developing explanations (ACSIS218)
Evaluating
  1. Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)
Communicating
  1. Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Science Achievement Standard

At Level 5, the student is working towards the Level 6 standard.

Thinking Processes

Learning focus

As students work towards the achievement of Level 6 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.

Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.

Students increase their repertoire of thinking ...

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Standards

At Level 5, students are working toward the Level 6 standards.

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