Ausvels All

TheAusVELS
Curriculum
Domain
CivicsandCitizenship,Communication,Design,Creativityand Technology,English,HealthandPhysicalEducation,Informationand CommunicationsTechnology,InterpersonalDevelopment,Languages, Mathematics,PersonalLearning,Science,TheArts,TheHumanities, TheHumanitiesEconomics,TheHumanitiesGeography,The HumanitiesHistory,ThinkingProcesses Foundationlevel,1,2,3,4,5,6,7,8,9and10 Thursday,14February2013
Level Dated
The Arts
TableofContents Overview Introduction ApproachestoTheArtsdisciplines Domainstructure Stagesoflearning CurriculumF10 Foundationlevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
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VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013
The Arts
IntroductiontoTheArts
TheArtsareunique,expressive,creativeandcommunicativeformsthatengagestudentsincriticalandcreativethinkingand helpthemunderstandthemselvesandtheworld.IneverysocietytheArtsplayapivotalrolesocially,economicallyand culturally.TheArtsencouragethedevelopmentofskillsandtheexplorationoftechnologies,formsandprocessesthrough singleandmultimodalforms.Theyfueltheexplorationofideasthatcrossthegamutofhumanemotionsandmoodsthrough holisticlearningusingcognitive,emotional,sensory,aesthetic,kinaestheticandphysicalfields. TheArtsdomainencompassesadiverseandeverchangingrangeofdisciplinesandformsthatcanbeusedtostructure teachingandlearningprograms.Thedomainallowsstudentstocreateandcriticallyexplorevisualculture,performancesin contemporaryandtraditionalgenres,andworksthatinvolvethefusionoftraditionalformswithdigitalmedia.Schoolsusethe artsdisciplinesofArt,Dance,Drama,Media,MusicandVisualCommunicationtoplanprograms.Theseprogramsreflectthe culturaldiversityofstudentsandschoolcommunitiesandthevastgrowthininformationandcommunicationstechnologythat hasmadeartsformsincreasinglyvisible.Theyrecognisethemulticulturalworldsaturatedwithimagery,soundsand performancesthatstudentsinhabit.EngagementintheArtsinvolvestheinspiredandpassionateexplorationofideasand theresultantproductsandperformances.Bytheirverynature,theArtsnurtureculturalunderstanding,invention,new directionsandnewtechnology.Imaginationandcreativity,pivotaltotheArts,areessentialtoourwellbeingbecausewe createmuchofourworldinordertoenhanceourexperiencesandunderstandingsofthediverseperspectivesthatconstitute ourculturalheritage.Forstudents,interactionthroughtheArtsbringscontactwiththeIndigenousculturesofAustraliaandthe culturesofournearestneighbours. LearningintheArtsallowsstudentstocommunicatetheirperceptions,observationsandunderstandingofstructures, functionsandconceptsdrawnfromotherareasofthecurriculum.TheArtsareavehicleforconfrontingandexploringnew ideas.ThroughlearningintheArts,studentspreparefortheirrolesinapostindustrialeconomythatdependsoninnovative ideas,creativeuseoftechnologiesandthedevelopmentofnewandblendedforms.Artslearningexpectsethicalconductin thecreating,making,presentingandrespondingtoartsworksforexample,adherencetoagreedapproachesbyindividuals inacollaborativeperformanceoracknowledgmentoftheuseofotherartistsproducts. LearningintheArtsissequentialandstudentsshouldhavecontinuousexperienceinthedifferentartsdisciplinesthey undertakeataparticularlevel.AtFoundationLevelandLevels1,2,3and4allstudentsshouldexperiencelearningin PerformingArts(Dance,DramaandMusic)andVisualArts(Art,includingtwodimensionalandthreedimensional,and Media)disciplinesandforms.Theartsdisciplinesmaybeofferedbyschoolsindividuallyand/orincombinationforexample, inacrossdisciplinarymannerorusingnewartsformsthatcombinetraditionalartsdisciplines.AtLevels5,6,7and8,the studyofarangeofartsdisciplinesbroadensanddeepensstudentsunderstandingoftheArtsasanareaofhumanactivity andprovidesincreasedopportunitiesforpersonalexpressionandcommunication.Allstudentsshouldhavecontinuous experienceinatleasttwoartsdisciplinesateachoftheselevels.AtLevels910,learningprogramsshouldprovide opportunitiesforstudentstocontinuesequentialdevelopmentoflearningintheartsdisciplinestheyhaveundertakenat Levels58.Opportunitiesshouldalsobeprovidedforstudentstoexplorepersonalinterestsanddevelopskills,knowledge andunderstandingrelevanttospecificartsformsanddisciplinesinincreasinglysophisticatedways. Atalllevels,learningprogramsintheartsdisciplinesshouldprovideopportunitiesforstudentstoexperiencearangeof traditional,contemporary(includingdigital)andnewmedia/multidisciplinaryformsandgenres.
ApproachestoTheArts
The Arts
ApproachestoTheArts,whichprovidesadviceaboutapproachesforusingArt,Dance,Drama,Media,MusicorVisual CommunicationtoimplementstandardsforTheArts,isnowfoundontheVCAAAusVELSResourceandSupport
website.
StructureofTheArtsdomain
TheArtsdomaindomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementandasetofstandards.Aglossaryisincludedwhichprovidesdefinitionsofor informationaboutunderlinedterms.
Learningfocus
Learningfocusstatementsarewrittenforeachlevel.Theseoutlinethelearningthatstudentsneedtofocusoniftheyareto progressinthedomainandachievethestandardsatthelevelswheretheyapply.Theysuggestappropriatelearning experiencesfromwhichteacherscandrawtodeveloprelevantteachingandlearningactivities.Adviceregardingtherangeof artsdisciplinesthatstudentsshouldexperienceisincludedasanintroductiontoeachlearningfocusstatement.
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.Inthe Arts,standardsforassessingandreportingonstudentachievementapplyfromFoundationLevel.
Dimensions
StandardsintheArtsdomainareorganisedintwodimensions:
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Creatingandmaking Exploringandresponding.
StandardsfortheExploringandrespondingdimensionareintroducedfromLevel4. Theframesofreferenceinterpreting,responding,performing,presenting,ideas,skills,techniques,processes,context, aestheticsandcriticismareintegraltobothdimensionsasExploringandrespondingdrawsonstudentsexperiencesas creators,makers,performersand/oraudience.
Creatingandmaking
TheCreatingandmakingdimensionfocusesonideas,skills,techniques,processes,performancesandpresentations.It includesengagementinconceptsthatemergefromarangeofstartingpointsandstimuli.Studentsexploreexperiences, ideas,feelingsandunderstandingsthroughmaking,interpreting,performing,creatingandpresenting.Creatingandmaking artsworksinvolvesimaginationandexperimentationplanningtheapplicationofartselements,principlesand/or conventionsskills,techniquesandprocessesmedia,materials,equipmentandtechnologiesreflectionandrefinement. Individuallyandcollaboratively,studentsexploretheirownworksandworksbyotherartistsworkingindifferenthistoricand culturalcontexts.
Exploringandresponding
The Arts
TheExploringandrespondingdimensionfocusesoncontext,interpretingandresponding,criticismandaesthetics.It involvesstudentsanalysinganddevelopingunderstandingabouttheirownandotherpeoplesworkandexpressing personalandinformedjudgmentsofartsworks.Involvementinevaluatingmeaning,ideasand/orcontentinfinished productsisintegraltoengagementintheArts. Explorationof,andresponseto,expressivequalitiesofartsworksisinformedbycriticalanalysisoftheuseofelements, contentandtechniquesanddiscussionaboutthenature,content,andformal,aestheticand/orkinaestheticqualitiesofarts works.Exploringthequalitiesofartsworksinvolvesuseofartslanguageandalsodrawsonresearchintothepurposesand functionsforwhichtheworksarecreatedandaudiencestowhomtheyarepresented.Thisinvolvesstudentsdevelopingan understandingofsocial,cultural,political,economicandhistoriccontextsandconstructs,anddevelopingaconsiderationof waysthatartsworksreflect,construct,reinforceandchallengepersonal,societalandculturalvaluesandbeliefs.
StagesofLearninginTheArts
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheArtsdomain. Essentiallearningintheartsinvolvessequentialandindepthlearning.Duringtheirschoolingstudentsdevelopknowledge andskillsinartsdisciplinesandforms,increasetheirabilitytoexplore,manipulateandapplytheseskillsindifferent combinationsandcontextsinordertorealisetheirownideasandbetterunderstandthetechniques,productsand performancesofothers. Todaysstudentsseeimages,productsandperformancesthathavebeencreatedbyartistsworkingbothindependentlyand incollaborationwithotherpractitioners.Newmediaartsandartsworksinmultidisciplinaryformsrequirenewwaysof thinkinginandaboutthearts.Inquirymodelsinwhichstudentsexaminecultural,socialandconceptualmeaningsprovide thelearningelementsnecessaryforexploringthemultiplicityofinterpretativeframes. AcrossFoundationto10,studentsshouldhaveaccesstoartslearningthatstimulates,developsandrefinescognitive, affective,creative,technical,aestheticandkinaestheticskills.Thishasbeenshowntoaidthedevelopmentofflexiblethinkers whocanexamineandmanipulateideas,products,conceptsandpossibilities. FoundationtoLevel4Layingthefoundations FromFoundationtoLevel4,studentsbegintoexplorecontentandcontextsrelatingtospecificartsdisciplinesaswellas creative,aestheticandkinaestheticperspectives.Intheselevelstheyfocusonmakingandinquiring.Newmultimedia approachestotheartsofferamodelforcrossandinterdisciplinarypracticalactivitiessuitedtotheselevels. Atthisstage,studentsobservationsareprimarilyconcreteandstudentsusetheirperceptionsandrealitiesastheirinquiry framework.Itisimportanttoofferopportunitiesforstudentstoreflecton,monitorandplantheirthinkingandmaking.Arts learning,wheregoodthinkingdispositionsaremodelled,valuedandsupported,assiststhebridgingofthinkingfromthe concretetoabstractdimensions.Studentsshouldbeabletoexplainsomethingnewafteradiscussionorpractical exploratorysession,andtalkaboutchangesintheirownthinking,performanceormaking,givingreasonsfortheiractions andexplaininganddemonstratingtheirorganisationofideas.Studentsbegintorecognise,appreciateandvaluewaysthat othersthink,actandsolveproblemsdifferently.
The Arts
Studentsuseabroadrangeoftraditional,newmediaandmultidisciplinaryformsandmaterialstoimprovise,designand makeworksinmanytwodimensional,threedimensional,digitalandperformanceforms.Throughmakingworksthatselect andcombineartselements,principlesandconventions,studentsdeveloparangeofcognitive,motor,crossdisciplineand disciplinespecifictechniquesandunderstandings. Levels5to8Buildingbreadthanddepth DuringLevels5to8studentsbroadenanddeepentheirunderstandingofartsdisciplinesasanareaofhumanactivity acrosscultural,historical,andtechnicaltraditions.Theyareusuallyengagedby,andrespondwithenthusiasmto,socialand experientiallearningthatprovidesopportunitiestoexploreaestheticqualities.Suchengagementfosterspersonal expression,criticalandcreativethinking,andcommunicationskills. Astheyprogressthroughthisstageoflearning,studentsincreasinglyunderstandtheadvantagesofusingarangeof problemsolvingstrategieswhenconsideringoptionstomakeconsideredchoicesaboutartsideasandwaysof communicatingmeaningsandmessages.Theydevelopawarenessoftherolethatemotions,motivation,technicalskills andbeliefsplayinexplorationandproduction,andcandescribehowothersintheirsocietyandothercultureshavedifferent perspectives,valuesandsolutionstoproblems.Artslearningatthisstageshouldprovideopportunitiesforstudentstoplan, monitor,analyseandevaluatetheirperceptions,ideasandsolutionsthroughreflectingontheeffectivenessoftheirthinking strategiesandoutput,andhowtheymightmakeproductivechanges. Studentsarebeginningtoadoptacriticalandanalyticstance.Theycanmakeconnectionsbetweentraditional,experimental, technologicalandcontemporaryartsformsdevelopinganunderstandingoftheelements,principles,conventionsand processesthatmaybeappliedinarangeofcontexts.Classroomactivitiesshouldbecreativelyandcognitivelydemanding andbuildontheintensityofstudentinterestinexperiences. Levels9to10Developingpathways Intheselevelsstudentsincreasinglyspecialiseinartsformsanddisciplinesofinteresttothem.Theyareawarethatnew media,multidisciplinaryandmultimodalforms,withtheirnotionsofappropriationandconnectivity,existalongsidetraditional formswhosetechniquesneedtobemastered. Studentsdevelopindependentwaysoflearninginandthroughthearts.Theirinvolvementinartslearningmayhavea vocationalfocusormayinvolvedevelopingunderstandingofwaysartsformsandconceptsimpactonindustriesandother situationswherevisual,sonicandelectroniccuesformthebasisofhumaninteractionwithmachines.Theyexploreand analysetheaestheticqualitiesandcontextsofotherartsworksandareabletoexplaintheroleoftheartsintheirownand othersocial,historicalandculturalcontexts.Theybecomeawareoftheneedtoadoptacriticalandanalyticapproachto meaningandmessage.Theiremotionalreactionstoimages,productsandperformancesareenhancedbycriticalskillsas insightsandcomparisonsareexplored,andsocialanduniversalconcernsarecombinedwiththeexplorationofindividual andpersonalvalues. Artslearningatthisstageshouldinvolvestudentreflectionontheprocessestheyundertakeandmakingjudgmentsabout bothqualityanduseofrelevantcriteriaforexploringandmanipulatingmedia,technologies,materialandpersonalspace. Studentsselectandmanipulateskills,tools,techniquesandprocessesfromacrossthecurriculumandwithinspecificarts disciplinestocommunicateideas,conceptsandfeelings. Studentsareinvolvedineveryaspectofthemakingandpresentationofartsimages,productsandperformances,working bothindividuallyandcollaboratively.Theymodelthepracticesofprofessionalartists,experiencingandexperimentingwith innovativewaysofusingartselements,principlesandprocesses.Thismightinvolvedevelopingcreativewaysofusing visionandsound,experimentingwithartsformsthatcombinetraditionalanddigitalmedia,andreflectingthetransitory natureofcontemporaryartsperformancesandproducts.
The Arts
Atthisstage,studentsshouldbemakinginformedpersonalchoicesbyapplyingthinkingstrategies,aestheticawareness, meaningfuluseoflanguage,possibilitythinkingandtheuseofknowledgetoarriveatoriginalideasbylinkingunrelated ideasandconcepts.
The Arts
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofFoundationLevelstandardsintheArts,theymakeperformingandvisual artsworksthatexpressandcommunicateexperiences,observations,ideasandfeelingsaboutthemselvesandtheir world.Withguidance,theymakeartsworksintraditionalandcontemporary(includingdigital)artsformsinresponseto stimulidrawnfromsourcessuchasplay,problemsolving,imagination,observation,incursionsandexcursions. Studentsnaturaltendencytodiscoverpossibilitiesandlimitationsisencouragedthroughexploringdifferentwaysof usingperformingandvisualartselements,principlesand/orconventions,skills,techniquesandprocesses,media, materialsandtechnologies. Forexample,studentscould:
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inArt,usearangeofmarkmakingtoolstoexploreasmanywaysaspossibletoapplywetanddrymedia inDance(afterthesafedancepracticeofawarmupforthebody),communicatetheideaofaleafinthewindbyusing movementstoshiftbodyweightindifferentways inDrama,communicateacharactersfeelingsatdifferentpointsinastorythroughfacialexpression,gestureandother nonvocallanguage inMedia,makeandrecordsoundeffectstoaccompanyastorybooktheyhavecreated inMusic,usebodypercussion,foundandmadepercussioninstrumentsandtheirvoicestocreateasoundscape aboutchangesintheweather.
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Aspartoftheirartsmaking,studentstalkaboutwaysinwhichtheArtsarepartoftheirpersonalexperience,aswellas culturalandsocialeventsintheircommunity.Theydiscussandexpressopinionsaboutartsideastheyareexploringand workstheyarecreatingand,withguidance,begintouseartslanguagetodescribefeaturesoftheirownandothersarts works.Theylearnaboutwaysofmakingpersonalresponsestoartsworksbasedonsensoryperception,andconsider waysthattheyandotherscanbebothmakersandaudience.
Standards
Creatingandmaking
AtFoundationLevel,studentsmakeandshareperformingandvisualartsworksthatcommunicateobservations, personalideas,feelingsandexperiences.Theyexploreand,withguidance,useavarietyofartselements(ontheirown orincombination),skills,techniquesandprocesses,media,materials,equipmentandtechnologiesinarangeofarts forms.Theytalkaboutaspectsoftheirownartsworks,andartsworksandeventsintheircommunity. IntheArts,standardsfortheExploringandrespondingdimensionareintroducedatLevel3.
The Arts
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel1standardsintheArts,theylearnaboutarangeofwaysarts elementscanbeusedinthePerformingandVisualArtstocommunicateexperiences,observationsandthings imagined.Theybegintoselect,arrangeandmakechoicesaboutwaysofusingartselements,principlesand/or conventionsfromindividualartsdisciplinesastheyinvestigatetheuseofskills,techniques,processes,media, materials,equipmentandtechnologiesrelevanttotheartsdisciplinesinwhichtheyareworking.Theyexploreand,with guidance,maintainarecordofwaysofcreatingartsworksthatusearangeofcontemporaryandtraditionalartsforms, media,materials,equipmentandtechnologiesforexample,theyplanandexploreideasinavisualdiaryorkeepan electronicjournalwithdigitalrecordsofpresentations.Usingideasandconceptstakenfromthemes,scenarios, narrativesandvisualstimuli,theyexperimentwithwaysofexpressingandcommunicatingideasandfeelingsto particularaudiencesorforparticularpurposes.Studentscouldpresentartsworksthatcombineartsdisciplinessuchas ashadowpuppetplayfeaturingpuppetsandasoundtrackthestudentshavedesignedandcreatedorartsworksfrom individualartsdisciplines.Forexample,studentscould:
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inArt,hangadisplayontreebranchesmadeupofthreedimensional,oddlyshapedimaginarycreatures,eachwith twosidestoitspersonality,createdtoshowskillsinselectingandmakingchoicesaboutuseofarangeofmediaand materials inDance,usethewholebodyorbodypartstoimprovisemovementsmatchingsoundsorthemovement characteristicsofparticularanimals exploreDramaelementsandconventionssuchascostumesandpropstocreateacharacterbasedontheir observationandperceptionofacharacterinastory inMedia,createastoryboarddepictingtheiralternativeendingforapopularfilmthendiscussingtheseinclass inMusic,combinesoundsmadebyarangeofnoisemakingtoyswithbodypercussiontoaccompanyalearnedsong.
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Studentsrespondtoartsworkstogainexperienceinidentifyingpersonalpreferences,reflectingonfeaturesthatmight influencetheirownartsworks,andrecognisingsimilaritiesanddifferencesbetweenworksfromdifferentculturesand times.Indiscussionsaboutandresponsestotheirownandotherpeoplesartsworks,theybegintouseartslanguage toidentifycharacteristicssuchassimilaritiesanddifferences.Theylearnaboutplaceswhereartsworkscanbefound andhowartsworkscanbedesignedandmadetofulfilparticularindividualandcommunityneeds. FurtherexamplesofartsdisciplinespecificlearningapproachesforLevel1willbepublishedsoon.
Standards
Creatingandmaking
AtLevel1,studentscreateandpresentperformingandvisualartsworksthatshowemergingartsknowledgeandan abilitytoplanartsworksthatcommunicateideas,concepts,observationsfeelingsand/orexperiences.Theydemonstrate anemergingabilitytoselect,arrangeandmakechoicesaboutexpressivewaysofusingartselements,principlesand/or conventions.Theyuseskills,techniques,processes,media,materials,equipmentandtechnologiesinarangeofarts forms.Theyidentify,describeanddiscusscharacteristicsoftheirownandothersartsworks. IntheArts,standardsfortheExploringandrespondingdimensionareintroducedatLevel3.
The Arts
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsintheArts,theylearnaboutarangeofwaysarts elementscanbeusedinthePerformingandVisualArtstocommunicateexperiences,observationsandthings imagined.Theybegintoselect,arrangeandmakechoicesaboutwaysofusingartselements,principlesand/or conventionsfromindividualartsdisciplinesastheyinvestigatetheuseofskills,techniques,processes,media, materials,equipmentandtechnologiesrelevanttotheartsdisciplinesinwhichtheyareworking.Theyexploreand,with guidance,maintainarecordofwaysofcreatingartsworksthatusearangeofcontemporaryandtraditionalartsforms, media,materials,equipmentandtechnologiesforexample,theyplanandexploreideasinavisualdiaryorkeepan electronicjournalwithdigitalrecordsofpresentations.Usingideasandconceptstakenfromthemes,scenarios, narrativesandvisualstimuli,theyexperimentwithwaysofexpressingandcommunicatingideasandfeelingsto particularaudiencesorforparticularpurposes.Studentscouldpresentartsworksthatcombineartsdisciplinessuchas ashadowpuppetplayfeaturingpuppetsandasoundtrackthestudentshavedesignedandcreatedorartsworksfrom individualartsdisciplines.Forexample,studentscould:
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inArt,hangadisplayontreebranchesmadeupofthreedimensional,oddlyshapedimaginarycreatures,eachwith twosidestoitspersonality,createdtoshowskillsinselectingandmakingchoicesaboutuseofarangeofmediaand materials inDance,usethewholebodyorbodypartstoimprovisemovementsmatchingsoundsorthemovement characteristicsofparticularanimals exploreDramaelementsandconventionssuchascostumesandpropstocreateacharacterbasedontheir observationandperceptionofacharacterinastory inMedia,createastoryboarddepictingtheiralternativeendingforapopularfilmthendiscussingtheseinclass inMusic,combinesoundsmadebyarangeofnoisemakingtoyswithbodypercussiontoaccompanyalearnedsong.
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Studentsrespondtoartsworkstogainexperienceinidentifyingpersonalpreferences,reflectingonfeaturesthatmight influencetheirownartsworks,andrecognisingsimilaritiesanddifferencesbetweenworksfromdifferentculturesand times.Indiscussionsaboutandresponsestotheirownandotherpeoplesartsworks,theybegintouseartslanguage toidentifycharacteristicssuchassimilaritiesanddifferences.Theylearnaboutplaceswhereartsworkscanbefound andhowartsworkscanbedesignedandmadetofulfilparticularindividualandcommunityneeds.
Standards
Creatingandmaking
AtLevel2,studentscreateandpresentperformingandvisualartsworksthatshowemergingartsknowledgeandan abilitytoplanartsworksthatcommunicateideas,concepts,observationsfeelingsand/orexperiences.Theydemonstrate anemergingabilitytoselect,arrangeandmakechoicesaboutexpressivewaysofusingartselements,principlesand/or conventions.Theyuseskills,techniques,processes,media,materials,equipmentandtechnologiesinarangeofarts forms.Theyidentify,describeanddiscusscharacteristicsoftheirownandothersartsworks. IntheArts,standardsfortheExploringandrespondingdimensionareintroducedatLevel3.
The Arts
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheArts,theyapplyanddeveloptheirartsknowledge byexploringartsprocessesandwaystocommunicateconceptsarisingfromtheirpersonalexperiencesandfromthe worldaroundthem.ThroughtheartsdisciplinesofDance,Drama,Media,MusicandVisualArtsArt(twodimensional andthreedimensional),bothindividuallyandincombination,theycommunicateideas,observationsandfeelingsusing arangeofmedia,materials,equipmentandtechnologiestomakeartsworksforexample,aclasspresentationcould featuretheperformanceofasongfromanothercultureincombinationwithatraditionaldanceand/oraccompaniedbya slideshowpresentationfeaturingpaintingsandcarvingswhichexplorethethemeofthesong. Studentsselect,combineandexperimentwithwaysofusingarangeofartselements,principlesand/orconventions, skills,techniquesandprocesses,toexploreartsideassourcedfromtheirimaginationandfromtheirownandother cultures.Withguidancetheyrecordthedevelopmentofideasforexample,inavisualdiaryoradigital(audioorscreen) journalwithrecordsofrehearsalsandconversationsabouttheideas/worktheyaredeveloping.Studentsconsiderthe purposeandaudienceoftheirartsworksastheyexperimentwithvariouswaysofpresentingworksinarangeofarts forms,andbegintoevaluateandrefinetheirworkinresponsetofeedback.Forexample:
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inArt,studentslookatandtalkaboutexamplesofweavingfromvariouscultures,thenexplorethepotentialofweaving techniquesandprocessestocreatepattern,repetitionandcontrastusingarangeofmedia inDance,studentscreateamovementsequencebasedonideasandfeelingssuggestedbyoneormoreimages viewedinclass,thenmodifytheirworkinresponsetofeedbackfromotherstudentsintheclass inDrama,studentsdiscussthepossibilitiesofcommunicatingwithoutwordsthencreatetableauxbasedonimage/s, tosuggestwhatmayhavehappenedbeforeandafterwhatisdepictedintheimage/s inMedia,studentsplan,recordandeditaninterviewwithsomeoneofinterest(orcuriosity)tothem,thenpresenttheir workanddiscussideasaboutitinclass inMusic,withajourneytoanimaginaryworldinmind,studentscreatesoundpicturesthatshowvariationinrhythmic patternsandcontrastsinpitchandduration.
Astheyexploreandrespondtotheirownandothersartsworks,studentsdevelopskills,techniquesandprocessesfor expressingemotionsandideas,andsignifyingpurpose.Usingappropriateartslanguagetheybegintoidentifyand describewaystheyandothersusespecificelements,principlesand/orconventions,skills,techniquesandprocesses anddiscusshowideas,feelingsandpurposeareconveyed.Theyreflectontheirownandotherpeoplesartsworksand ideas,identifyingkeyfeaturesofworksandperformancesfromtheirownandothercultures,anddiscussthefunctionof theArtsintheircommunity. FurtherexamplesofartsdisciplinespecificlearningapproachesforLevel3willbepublishedsoon.
Standards
AtLevel3,studentsareworkingtowardtheLevel4standards.
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The Arts
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheArts,theyapplyanddeveloptheirartsknowledge byexploringartsprocessesandwaystocommunicateconceptsarisingfromtheirpersonalexperiencesandfromthe worldaroundthem.ThroughtheartsdisciplinesofDance,Drama,Media,MusicandVisualArtsArt(twodimensional andthreedimensional),bothindividuallyandincombination,theycommunicateideas,observationsandfeelingsusing arangeofmedia,materials,equipmentandtechnologiestomakeartsworksforexample,aclasspresentationcould featuretheperformanceofasongfromanothercultureincombinationwithatraditionaldanceand/oraccompaniedbya slideshowpresentationfeaturingpaintingsandcarvingswhichexplorethethemeofthesong. Studentsselect,combineandexperimentwithwaysofusingarangeofartselements,principlesand/orconventions, skills,techniquesandprocesses,toexploreartsideassourcedfromtheirimaginationandfromtheirownandother cultures.Withguidancetheyrecordthedevelopmentofideasforexample,inavisualdiaryoradigital(audioorscreen) journalwithrecordsofrehearsalsandconversationsabouttheideas/worktheyaredeveloping.Studentsconsiderthe purposeandaudienceoftheirartsworksastheyexperimentwithvariouswaysofpresentingworksinarangeofarts forms,andbegintoevaluateandrefinetheirworkinresponsetofeedback.Forexample:
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inArt,studentslookatandtalkaboutexamplesofweavingfromvariouscultures,thenexplorethepotentialofweaving techniquesandprocessestocreatepattern,repetitionandcontrastusingarangeofmedia inDance,studentscreateamovementsequencebasedonideasandfeelingssuggestedbyoneormoreimages viewedinclass,thenmodifytheirworkinresponsetofeedbackfromotherstudentsintheclass inDrama,studentsdiscussthepossibilitiesofcommunicatingwithoutwordsthencreatetableauxbasedonimage/s, tosuggestwhatmayhavehappenedbeforeandafterwhatisdepictedintheimage/s inMedia,studentsplan,recordandeditaninterviewwithsomeoneofinterest(orcuriosity)tothem,thenpresenttheir workanddiscussideasaboutitinclass inMusic,withajourneytoanimaginaryworldinmind,studentscreatesoundpicturesthatshowvariationinrhythmic patternsandcontrastsinpitchandduration.
Astheyexploreandrespondtotheirownandothersartsworks,studentsdevelopskills,techniquesandprocessesfor expressingemotionsandideas,andsignifyingpurpose.Usingappropriateartslanguagetheybegintoidentifyand describewaystheyandothersusespecificelements,principlesand/orconventions,skills,techniquesandprocesses anddiscusshowideas,feelingsandpurposeareconveyed.Theyreflectontheirownandotherpeoplesartsworksand ideas,identifyingkeyfeaturesofworksandperformancesfromtheirownandothercultures,anddiscussthefunctionof theArtsintheircommunity.
Standards
Creatingandmaking
AtLevel4,studentscreateandpresentworksinarangeofartsformsthatcommunicateexperiences,ideas,concepts, observationsandfeelings.Theyselectandcombinearangeofartselements,principlesand/orconventions,andusea rangeofskills,techniquesandprocesses,media,materials,equipmentandtechnologies.Theyshowevidenceofarts knowledgewhenplanningartsworksfordifferentpurposesandaudiencesandidentifytechniquesandfeaturesofother peoplesworksthatinformtheirownartsmaking.Theyrefinetheirworkinresponsetofeedbackandselfevaluation. Exploringandresponding
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The Arts
AtLevel4,studentscommentontheexploration,developmentandpresentationoftheirartsworks,includingtheuseof specificartselements,principlesand/orconventions,skills,techniquesandprocesses.Theyidentifyanddescribekey featuresofartsworksfromtheirownandothercultures,anduseartslanguagetodescribeanddiscussthe communicationofideas,feelingsandpurposeintheirownandotherpeoplesartsworks.
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The Arts
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsintheArts,theyinvestigatearangeoftraditionaland contemporaryartsforms,styles,media,materials,equipmentandtechnologiesintheartsdisciplinesofDance,Drama, Media,MusicandVisualArtsArt(twodimensionalandthreedimensional)individuallyandincombination.Theylearn aboutwaystodesign,improvise,represent,interpret,makeandpresentartsworksthatcommunicatefeelingsandtheir interestsandunderstandingofthemselves,theirrelationshipsandotherpeople.Forexample:
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inDance,studentsmirrorthemovementsofapartnerandthenperformthesamemovementsexpressingcontrasting emotions inDrama,studentsroleplaysituationsandevents,sustainingrole/characterthroughouttheirgrouporsolo performance.
Theyexperimentwithimaginativeandinnovativewaysofgeneratingideasandmanipulatingartselements,principles and/orconventionstoexplorethepotentialofideas,gaininginspirationfromabroadrangeofsources,includingarts worksfromdifferentcultures,stylesandhistoricalcontexts.Forexample:

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inArt,studentsviewanddiscussexamplesofportraitsbyartistsfromdifferentculturalcontexts,thenusingmixed media,theycreateaworkusingtechniquesfromaculturethatisnottheirown inMusic,studentslistentoanddiscussthemoodcreatedinselectedadvertisementjinglesorsoundtracksfora cartoonorathemeforamoviecharacter,thenusingavarietyofsoundsourcesandarangeofsoundstheycreatetwo arrangementsofgroupdevisedmusictoconveytwodifferentmoods.
Studentsresearch,improvise,practiseandrehearseskills,techniquesandprocesses,usingarangeofmedia, materials,equipmentandtechnologies.Withsomeguidance,theymaintainarecordoftheirplanninganddevelopment (forexample,inavisualdiaryormultimediajournal)notingwhentheyareachievingtheiraim.Theyalsorecordthe refiningofspecificaspectsoftheworkwhenideasorattemptsarenotrealisingtheirintendedpurpose.Studentslearnto evaluatetheirownandotherpeoplesartsworksshowingsomeunderstandingofselectedartsformsandtheirparticular techniquesandprocessesaswellasanemergingunderstandingofthequalitiesofartselements,principlesand/or conventions.Theyindependentlyandcollaborativelyexploreandexperimentwithdifferentwaysofpresentingartsworks andconsiderappropriatenessofpresentationforintendedaudience.Throughexploringandresponding,studentsbegin todevelopavocabularyofappropriateartslanguagetheycanusetodescribeanddiscussthecontentandstructural qualitiesoftheirownandotherpeoplesartsworks.Theybegintoresearch,andwithguidance,analyseartsworksto interpretandcomparekeyfeatures,symbolsandculturalcharacteristicsofartsworksinarangeofcontemporaryand traditionalformsfromdifferenthistoric,socialandculturalcontexts.Forexample:
l
inMedia,studentsresearchmediatextsfocusingontheuseofarangeofmediatechnologiesintheproductionand presentationofnewsindifferenthistoricalcontexts,andthencreatearealorimaginednewsitemfortheirschool communitybyworkingcollaborativelyfrompreproductiontopostproductionandpresentationofthenewsitem.
Theybegintoreflectontheirresponsestootherpeoplesworksandconsiderothersperspectiveswhendiscussingarts works.
Standards
13
The Arts
Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsintheArts,theyinvestigatearangeoftraditionaland contemporaryartsforms,styles,media,materials,equipmentandtechnologiesintheartsdisciplinesofDance,Drama, Media,MusicandVisualArtsArt(twodimensionalandthreedimensional)individuallyandincombination.Theylearn aboutwaystodesign,improvise,represent,interpret,makeandpresentartsworksthatcommunicatefeelingsandtheir interestsandunderstandingofthemselves,theirrelationshipsandotherpeople.Forexample:
l
inDance,studentsmirrorthemovementsofapartnerandthenperformthesamemovementsexpressingcontrasting emotions inDrama,studentsroleplaysituationsandevents,sustainingrole/characterthroughouttheirgrouporsolo performance.
Theyexperimentwithimaginativeandinnovativewaysofgeneratingideasandmanipulatingartselements,principles and/orconventionstoexplorethepotentialofideas,gaininginspirationfromabroadrangeofsources,includingarts worksfromdifferentcultures,stylesandhistoricalcontexts.Forexample:

l
inArt,studentsviewanddiscussexamplesofportraitsbyartistsfromdifferentculturalcontexts,thenusingmixed media,theycreateaworkusingtechniquesfromaculturethatisnottheirown inMusic,studentslistentoanddiscussthemoodcreatedinselectedadvertisementjinglesorsoundtracksfora cartoonorathemeforamoviecharacter,thenusingavarietyofsoundsourcesandarangeofsoundstheycreatetwo arrangementsofgroupdevisedmusictoconveytwodifferentmoods.
Studentsresearch,improvise,practiseandrehearseskills,techniquesandprocesses,usingarangeofmedia, materials,equipmentandtechnologies.Withsomeguidance,theymaintainarecordoftheirplanninganddevelopment (forexample,inavisualdiaryormultimediajournal)notingwhentheyareachievingtheiraim.Theyalsorecordthe refiningofspecificaspectsoftheworkwhenideasorattemptsarenotrealisingtheirintendedpurpose.Studentslearnto evaluatetheirownandotherpeoplesartsworksshowingsomeunderstandingofselectedartsformsandtheirparticular techniquesandprocessesaswellasanemergingunderstandingofthequalitiesofartselements,principlesand/or conventions.Theyindependentlyandcollaborativelyexploreandexperimentwithdifferentwaysofpresentingartsworks andconsiderappropriatenessofpresentationforintendedaudience.Throughexploringandresponding,studentsbegin todevelopavocabularyofappropriateartslanguagetheycanusetodescribeanddiscussthecontentandstructural qualitiesoftheirownandotherpeoplesartsworks.Theybegintoresearch,andwithguidance,analyseartsworksto interpretandcomparekeyfeatures,symbolsandculturalcharacteristicsofartsworksinarangeofcontemporaryand traditionalformsfromdifferenthistoric,socialandculturalcontexts.Forexample:
l
inMedia,studentsresearchmediatextsfocusingontheuseofarangeofmediatechnologiesintheproductionand presentationofnewsindifferenthistoricalcontexts,andthencreatearealorimaginednewsitemfortheirschool communitybyworkingcollaborativelyfrompreproductiontopostproductionandpresentationofthenewsitem.
Theybegintoreflectontheirresponsestootherpeoplesworksandconsiderothersperspectiveswhendiscussingarts works.
Standards
Creatingandmaking
14
The Arts
AtLevel6,studentsindependentlyandcollaborativelyexperimentwithandapplyarangeofskills,techniquesand processesusingarangeofmedia,materials,equipmentandtechnologiestoplan,develop,refine,makeandpresent artsworks.Theyinvestigatearangeofsourcestogenerateideasandmanipulateartselements,principlesand/or conventionsinarangeofartsdisciplinesandformsastheyexplorethepotentialofideas.Intheirartsworks,they communicateideasandunderstandingsaboutthemselvesandothers,incorporatinginfluencesfromtheirownandother culturesandtimes.Theyevaluatetheeffectivenessoftheirartsworksandmakechangestorealiseintendedaims.They considerpurposeandsuitabilitywhentheyplanandprepareartsworksforpresentationtoavarietyofaudiences. Exploringandresponding
AtLevel6,studentsdiscusstraditionalandcontemporaryartsworksusingappropriateartslanguagetodescribethe content,structureandexpressivequalitiesoftheirownandotherpeoplesworksfromarangeofartsdisciplinesand forms.Theyinterpretandcomparekeyfeaturesofartsworksmadeinarangeoftimes,placesandcultures.Theyidentify anddescribeinfluencesontheirownworksanddiscussthepurposesforwhichartsworksarecreatedindifferent historicalandculturalcontexts.
15
The Arts
Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsintheArts,theyusearangeofstartingpointsincluding observation,experienceandresearchtorepresent,generate,developandcommunicatereal,imaginaryandabstract ideas.Forexample:
l
inDrama,studentsworkasanensembletoexploreculturaldiversitybysharingexperiencesandobservationsthrough improvisationandroleplayaboutafamiliarsituation,maintainingadiaryofpersonalreflectionsthroughouttheir performancemaking inArt,followingseverallessonsexploringline,tonalrendering,perspectiveandforeshorteningaswaystorepresent anddefineform,studentsworkfromdirectobservationofpeople/places/objectsandcreatetheillusionofspaceand formonatwodimensionalsurface.
Studentsexploredifferentcontemporaryandtraditionalartsformsandstylestodevelopunderstandingoftheconceptof style.Studentsapplytheirartsknowledgeand,withguidance,anunderstandingofstylewhenexperimentingwith, selectingandusingarangeofcontemporaryandtraditionalmedia,materials,equipmentandtechnologiestoexplore andexpandtheirunderstandinganduseofarangeofskills,techniquesandprocessesintheartsdisciplinesofArt(two dimensionalandthreedimensional),Dance,Drama,Media,Music,andVisualCommunication.Forexample:

l
inDance,studentslearnandpresentdancesequencesfromdifferentculturesandstyles.
Studentsworkbothindependentlyandcollaborativelytodevelopcreativeandeffectivewaysofcombiningand manipulatingartselements,principlesand/orconventionswhendesigning,makingandpresentingartsworksfor particularpurposesandaudiences.Forexample:

l
inMedia,studentsvideoorphotographtwoalternateinterpretationsofashortvisualnarrative,topresentthestoryfrom thepointofviewoftwocharacters,usingvariationsinlighting,cameraangleandshottypes inVisualCommunication,studentsexplorethepotentialofsymbolsandcartoonsandelementsofshape,lineand colourtofulfiladesignbrief.
Studentsuseprocessesofrehearsal,reflectionandevaluationtodevelopskillsinrefiningandshapingtheirworksto effectivelycommunicatetheirintendedaims,andexperimentwithimaginativewaysofcreatingsolutionstosettasks. Theymaintainarecordoftheirexplorationanddevelopmentofideasandproblemsolvingprocessesforexample,ina visualdiary,onvideoorinanelectronicjournal. Studentsexploreandrespondtoartsworksfromarangeofstyles,forms,times,traditionsandcultures.Theyuse researchtoinformtheirconceptofstyleandapplytheirobservationskillswhendescribing,comparingandanalysingarts works.Studentsuseappropriateartslanguagewhendiscussingtheirownandotherartistsintentionsandexpressive useofartsforms,elements,principlesand/orconventionsandwhendescribing,analysingandinterpretingthecontent andmeaningofartsworks.Theydevelopskillsinanalysing,interpretingandevaluatingspecificexpressive,technical andaestheticqualitiesoftheirownandothersworks.Forexample:
l
inMusic,theylistentoanddiscussexcerptsfrommusicthatexplorestheauralaestheticsofmusicalrepresentations ofairandearth.
16
The Arts
Studentsdeveloptheirabilitytolistento,reflectonandacknowledgeothersperspectiveswhendiscussingtheirownand othersresponsestoartsworks.
Standards
17
The Arts
Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsintheArts,theyusearangeofstartingpointsincluding observation,experienceandresearchtorepresent,generate,developandcommunicatereal,imaginaryandabstract ideas.Forexample:
l
inDrama,studentsworkasanensembletoexploreculturaldiversitybysharingexperiencesandobservationsthrough improvisationandroleplayaboutafamiliarsituation,maintainingadiaryofpersonalreflectionsthroughouttheir performancemaking inArt,followingseverallessonsexploringline,tonalrendering,perspectiveandforeshorteningaswaystorepresent anddefineform,studentsworkfromdirectobservationofpeople/places/objectsandcreatetheillusionofspaceand formonatwodimensionalsurface.
Studentsexploredifferentcontemporaryandtraditionalartsformsandstylestodevelopunderstandingoftheconceptof style.Studentsapplytheirartsknowledgeand,withguidance,anunderstandingofstylewhenexperimentingwith, selectingandusingarangeofcontemporaryandtraditionalmedia,materials,equipmentandtechnologiestoexplore andexpandtheirunderstandinganduseofarangeofskills,techniquesandprocessesintheartsdisciplinesofArt(two dimensionalandthreedimensional),Dance,Drama,Media,Music,andVisualCommunication.Forexample:

l
inDance,studentslearnandpresentdancesequencesfromdifferentculturesandstyles.
Studentsworkbothindependentlyandcollaborativelytodevelopcreativeandeffectivewaysofcombiningand manipulatingartselements,principlesand/orconventionswhendesigning,makingandpresentingartsworksfor particularpurposesandaudiences.Forexample:

l
inMedia,studentsvideoorphotographtwoalternateinterpretationsofashortvisualnarrative,topresentthestoryfrom thepointofviewoftwocharacters,usingvariationsinlighting,cameraangleandshottypes inVisualCommunication,studentsexplorethepotentialofsymbolsandcartoonsandelementsofshape,lineand colourtofulfiladesignbrief.
Studentsuseprocessesofrehearsal,reflectionandevaluationtodevelopskillsinrefiningandshapingtheirworksto effectivelycommunicatetheirintendedaims,andexperimentwithimaginativewaysofcreatingsolutionstosettasks. Theymaintainarecordoftheirexplorationanddevelopmentofideasandproblemsolvingprocessesforexample,ina visualdiary,onvideoorinanelectronicjournal. Studentsexploreandrespondtoartsworksfromarangeofstyles,forms,times,traditionsandcultures.Theyuse researchtoinformtheirconceptofstyleandapplytheirobservationskillswhendescribing,comparingandanalysingarts works.Studentsuseappropriateartslanguagewhendiscussingtheirownandotherartistsintentionsandexpressive useofartsforms,elements,principlesand/orconventionsandwhendescribing,analysingandinterpretingthecontent andmeaningofartsworks.Theydevelopskillsinanalysing,interpretingandevaluatingspecificexpressive,technical andaestheticqualitiesoftheirownandothersworks.Forexample:
l
inMusic,theylistentoanddiscussexcerptsfrommusicthatexplorestheauralaestheticsofmusicalrepresentations ofairandearth.
18
The Arts
Studentsdeveloptheirabilitytolistento,reflectonandacknowledgeothersperspectiveswhendiscussingtheirownand othersresponsestoartsworks.
Standards
Creatingandmaking
AtLevel8,students,independentlyandcollaboratively,plan,design,improvise,interpret,evaluate,refine,makeand presentartsworksthatrepresentandcommunicateideasandpurpose.Theyexperimentwith,selectanduse appropriateskills,techniques,processes,media,materials,equipmentandtechnologiesacrossarangeofartsforms andstyles.Theygenerateanddevelopideasthatexploreparticularconcepts,techniquesandissueswhenmakingarts works.Theycombineandmanipulateartselements,principlesand/orconventionstorepresentandcommunicateideas anddevelopimaginativesolutionstosettasks.Theymaintainarecordofthecreatingandmakingoftheirartsworksand explaintheirdecisionsabouthowtheypresentartsworksforspecificpurposesandaudiences. Exploringandresponding
AtLevel8,studentsresearch,observeandreflectontheirexplorationstodevelop,discuss,expressandsupportopinions abouttheirownandothersuseofartselements,principlesand/orconventions,skills,techniques,processes,media, materials,equipmentandtechnologies.Theycompare,analyse,evaluate,andinterpretthecontent,meaningand qualitiesinartsworkscreatedindifferentsocial,culturalandhistoricalcontexts,offeringinformedresponsesand opinionsandusingappropriateartslanguage.Theydescribeaspectsandrequirementsofdifferentforms,audiences andtraditions,andidentifywaysthatcontemporaryartsworks,includingtheirown,areinfluencedbyculturaland historicalcontexts.Theyuseappropriateartslanguage.
19
The Arts
Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsintheArts,theydesign,makeandpresentartsworks. Indoingso,theydevelopskillsinmakingdecisionsaboutcreativewaysofgeneratingandimplementingideas.They reflectontheirexperiencesandobservations,considerwhattheyhavelearnedaboutstylesandformsandexplore issuesandconcreteandabstractconceptstogenerateideas.Theykeeptheirintendedaestheticqualitiesinmindwhen theyexperimentwith,select,varycombinationsofandmanipulateartselements,principlesand/orconventionsto effectivelyrealisetheirideas,representtheirobservationsandcommunicatetheirinterpretationsofissuesandconcepts. Forexample:
l
inMusic,inresponsetolearningandperformingsongs,thatreflectthehumanspiritstudents,individuallyor collaboratively,composeandusingconventionalorunconventionalnotation,writedown,thenpresenttheirmusical responsetoanissueholdingpersonalinterestforthem.
Studentsconsiderothersperspectiveswhenseekingsolutionsandcontributingtocollaborativeartstasks.Forexample:
l
inArt,studentsresearchinstallationartistswhousenaturalsettingsastheirgallery,thencollaborativelydesignand presentanInstallationartworkthatusesfoundformsandworksinharmonywiththeselectedsite.
Studentsbegintodevelopapersonalstyleandbecomemoreindependentintheirapproachtoexploring,developingand refiningartsworks.Forexample:
l
inDance,studentsindividuallydeveloptheirowndancesequenceandteachittoothers,then,workingcollaboratively, theycombinethesequencesandpresentasonework.
Withinandacrossspecificartsdisciplinesandartsforms,studentsexperimentwithimaginativeandinnovativewaysof usingtraditionalandcontemporaryskills,techniquesandprocessesandavarietyofmedia,materials,equipmentand technologiesdrawnfromarangeofcontexts.Forexample:

l
inVisualCommunication,studentsdevelopawebsitehomepageforafictitiousorganisation.
Studentsconsiderthepurposeandpresentationcontextwhentheyprepareandpresentartsworkstodifferent audiences.Forexample:
l
inDrama,studentsdevise,rehearse,anddesignanensembleperformance.Theyconstructsets,costumesandprops suitableforaselectedperformancespace,andpresenttheperformances.
Studentsuseevaluationandreflectionontheirartsexperiencestoimprovethemakingandpresentingoftheirartsworks. Theymaintainarecordoftheirexploration,developmentandrefiningofideas,useofelementsandprinciplesand/or conventionsandapplicationoftechniquesandprocesseswhenmakingandpresentingtheirartsworks.
20
The Arts
Whenexploringandresponding,studentsfocusonthedevelopmentofknowledgeandunderstandingofkeyconcepts, techniques,processesandpracticesassociatedwithparticularartsforms.Theydevelopaestheticandcritical awarenessthroughobservation,research,discussionandanalysisofartsworksfromdifferentsocial,historicaland culturalcontexts.Theycompareartsworkstoconsidersimilaritiesanddifferencesinthestyles,themes,intentionsand aestheticqualitiesofworksbyparticularartistsandartsworksmadeataparticulartimewithinspecificculturalcontexts. Theydevelopskillsinpresentingandjustifyingpersonalinterpretationsof,andopinionsabout,artsworksusing appropriateartslanguage.Theyinvestigateanddiscussthecontributionoftheartstosocietyandotherdisciplines,such asMathematicsandHistory,focusingonwayscontemporary,andtraditionalartsdisciplines,formsandworksreinforce andchallengesocial,cultural,personalandartisticpracticesandvalues.Forexample:
l
inMedia,studentsresearchissuesrelatedtobodyimageandthevisualmediasroleintheconstructionoftheideal bodyform,thentheyidentify,analyseanddiscussimagesfoundinpopularmagazinesthatcontributetobodyimage issues.
Standards
21
The Arts
Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsintheArts,theydesign,makeandpresentartsworks. Indoingso,theydevelopskillsinmakingdecisionsaboutcreativewaysofgeneratingandimplementingideas.They reflectontheirexperiencesandobservations,considerwhattheyhavelearnedaboutstylesandformsandexplore issuesandconcreteandabstractconceptstogenerateideas.Theykeeptheirintendedaestheticqualitiesinmindwhen theyexperimentwith,select,varycombinationsofandmanipulateartselements,principlesand/orconventionsto effectivelyrealisetheirideas,representtheirobservationsandcommunicatetheirinterpretationsofissuesandconcepts. Forexample:
l
inMusic,inresponsetolearningandperformingsongs,thatreflectthehumanspiritstudents,individuallyor collaboratively,composeandusingconventionalorunconventionalnotation,writedown,thenpresenttheirmusical responsetoanissueholdingpersonalinterestforthem.
Studentsconsiderothersperspectiveswhenseekingsolutionsandcontributingtocollaborativeartstasks.Forexample:
l
inArt,studentsresearchinstallationartistswhousenaturalsettingsastheirgallery,thencollaborativelydesignand presentanInstallationartworkthatusesfoundformsandworksinharmonywiththeselectedsite.
Studentsbegintodevelopapersonalstyleandbecomemoreindependentintheirapproachtoexploring,developingand refiningartsworks.Forexample:
l
inDance,studentsindividuallydeveloptheirowndancesequenceandteachittoothers,then,workingcollaboratively, theycombinethesequencesandpresentasonework.
Withinandacrossspecificartsdisciplinesandartsforms,studentsexperimentwithimaginativeandinnovativewaysof usingtraditionalandcontemporaryskills,techniquesandprocessesandavarietyofmedia,materials,equipmentand technologiesdrawnfromarangeofcontexts.Forexample:

l
inVisualCommunication,studentsdevelopawebsitehomepageforafictitiousorganisation.
Studentsconsiderthepurposeandpresentationcontextwhentheyprepareandpresentartsworkstodifferent audiences.Forexample:
l
inDrama,studentsdevise,rehearse,anddesignanensembleperformance.Theyconstructsets,costumesandprops suitableforaselectedperformancespace,andpresenttheperformances.
Studentsuseevaluationandreflectionontheirartsexperiencestoimprovethemakingandpresentingoftheirartsworks. Theymaintainarecordoftheirexploration,developmentandrefiningofideas,useofelementsandprinciplesand/or conventionsandapplicationoftechniquesandprocesseswhenmakingandpresentingtheirartsworks.
22
The Arts
Whenexploringandresponding,studentsfocusonthedevelopmentofknowledgeandunderstandingofkeyconcepts, techniques,processesandpracticesassociatedwithparticularartsforms.Theydevelopaestheticandcritical awarenessthroughobservation,research,discussionandanalysisofartsworksfromdifferentsocial,historicaland culturalcontexts.Theycompareartsworkstoconsidersimilaritiesanddifferencesinthestyles,themes,intentionsand aestheticqualitiesofworksbyparticularartistsandartsworksmadeataparticulartimewithinspecificculturalcontexts. Theydevelopskillsinpresentingandjustifyingpersonalinterpretationsof,andopinionsabout,artsworksusing appropriateartslanguage.Theyinvestigateanddiscussthecontributionoftheartstosocietyandotherdisciplines,such asMathematicsandHistory,focusingonwayscontemporary,andtraditionalartsdisciplines,formsandworksreinforce andchallengesocial,cultural,personalandartisticpracticesandvalues.Forexample:
l
inMedia,studentsresearchissuesrelatedtobodyimageandthevisualmediasroleintheconstructionoftheideal bodyform,thentheyidentify,analyseanddiscussimagesfoundinpopularmagazinesthatcontributetobodyimage issues.
FurtherexamplesofartsdisciplinespecificlearningapproachesforLevel10willbepublishedsoon.
Standards
Creatingandmaking
AtLevel10,withinandacrossareasofspecialisation,studentsapplydecisionmakingskillstofindthemosteffectiveway toimplementideas,design,createandmakeartsworksdevisedfromarangeofstimuli,demonstratingdevelopmentof apersonalstyle.Theyevaluate,reflecton,refineandjustifytheirworkscontent,design,developmentandtheiraesthetic choices.Studentsrealisetheirideas,representobservationsandcommunicatetheirinterpretationsbyeffectively combiningandmanipulatingselectedartselements,principlesand/orconventionstocreatethedesiredaesthetic qualities.Independentlyandcollaboratively,theyapplytheirknowledgeandunderstandingtodesign,createandproduce artsworksinfluencedbythestyleofparticularartistsorcultures.Theyvarythecontent,structureandformoftheirarts workstosuitarangeofpurposes,contexts,audiencesand/ortheconventionsofaspecificstyle,anddemonstrate technicalcompetenceintheuseofskills,techniquesandprocesses.Theyeffectivelyusearangeoftraditionaland contemporarymedia,materials,equipmentandtechnologies.Theymaintainarecordofhowideasdevelopinthe creating,makingandpresentingoftheirartsworks. Exploringandresponding
AtLevel10,studentsobserve,researchandcriticallydiscussarangeofcontemporary,traditional,stylistic,historicaland culturalexamplesofartsworksinthedisciplinesandformsinwhichtheyareworking.Theyanalyse,interpret,compare andevaluatethestylistic,technical,expressiveandaestheticfeaturesofartsworkscreatedbyarangeofartistsand madeinparticulartimesandculturalcontexts.Theydescribeanddiscusswaysthattheirownandothersartsworks communicateandchallengeideasandmeaning.Theyuseappropriateartslanguageand,intheartsworkstheyare exploringandrespondingto,refertospecificexamples.Theycommentontheimpactofartsworks,formsandpractices onotherartsworksandsocietyingeneral.
23
Civics and Citizenship

TableofContents Overview Introduction Domainstructure Stagesoflearning CurriculumF10 Foundationlevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 3 6 6 7 8 9 10 12 13 15 16 18 20
IntroductiontoCivicsandCitizenship
TheCivicsandCitizenshipdomainprovidesstudentswithknowledge,skillsandopportunitiestounderstandandpractise whatitmeanstobeacitizeninademocracy.Citizensrequireknowledgeandunderstandingofcivicinstitutionsandtheskills andwillingnesstoactivelyparticipateinsociety.Theyneedknowledgeofpoliticalandlegalsystemsandprocessesandthe historythatunderpinstheminordertoachievecivicunderstanding.Theyneedtounderstandtheirrightsandresponsibilities ascitizens,anddemocraticvaluesandprinciplessuchasdemocraticdecisionmaking,representativeandaccountable government,freedomofspeech,equalitybeforethelaw,socialjusticeandequality.Thisdomainfacilitatesthepracticeof citizenshipskills,theexplorationanddevelopmentofvaluesanddispositionstosupportcitizenshipandtheempowermentof informeddecisionmaking.Teachingofcivicsengagesstudentsinactiveinteractionwiththecommunity. Inaworldwherepeople,environments,economicsandpoliticsareinextricablylinked,andwheredislocationandchangeis accelerating,astrongsenseofpersonalidentitydevelopedthroughparticipationincommunitiesisasoundbasisfrom whichtoconnectwiththeworld.CivicsandCitizenshipeducationstrengthensunderstandingandvaluingoftheself.It teacheswhycitizensneedasenseofpersonalidentitywithintheirowncommunityandhowtheycancontributetolocal, nationalandglobalcommunities.ThroughCivicsandCitizenship,studentsdevelopanappreciationfortheuniquenessand diversityofAustraliasmulticulturalsocietyandtheeffortsofindividualsandgroupstoachievepoliticalrightsandequality. TheyvaluewhatitmeanstobeanAustralianandexploreAustraliasroleintheglobalcommunity.Theyconsiderhuman rightsandsocialjusticeissuesatlocal,nationalandgloballevels. InCivicsandCitizenship,studentsinvestigatehow,inademocratictradition,informedanddiversecontributionsand participationbycitizensareimportant.Theylearnabout,contestandenactthevaluesthatareimportanttobeanengaged citizenwithinacommunity.Theyareprovidedwithopportunitiestoinvestigateandparticipateinactivitiesthatsupport sustainablepractices,socialjusticeandunderpinthefuturewellbeingofsocietiesfromalocaltoagloballevel.Civicsand CitizenshipprovidesavehicleforstudentstochallengetheirownandothersviewsaboutAustraliansocietyandtoformally participateinandpractiseactivitiesandbehaviourswhichinvolvedemocraticdecisionmaking.
StructureoftheCivicsandCitizenshipdomain
TheCivicsandCitizenshipdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementand,fromLevel3,asetofstandardsorganisedbydimension.
Learningfocus
Learningfocusstatementsarewrittenforeachlevel.Theseoutlinethelearningthatstudentsneedtofocusoniftheyareto progressinthedomainandachievethestandardsatthelevelswheretheyapply.Theysuggestappropriatelearning experiencesfromwhichteacherscandrawtodeveloprelevantteachingandlearningactivities.
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In CivicsandCitizenship,standardsforassessingandreportingonstudentachievementapplyfromLevel3.
Dimensions
StandardsintheCivicsandCitizenshipdomainareorganisedintwodimensions:
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Civicknowledgeandunderstanding

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Communityengagement.
TheCivicknowledgeandunderstandingdimensionfocusesontheprinciplesandpracticesthatunderpincivicinstitutions andciviclifeincommunitiesandsocieties.StudentsexploreconceptsofdemocracyandthekeyfeaturesofAustralianand otherdemocracies.TheydevelopknowledgeandunderstandingoftheoriginsandkeyfeaturesoftheAustralianpolitical, governmentandlegalsystems.Theydevelopunderstandingoftheorigins,uniquenessanddiversityofAustralias multiculturalsociety.TheylearnabouttheprinciplesandvalueswhichunderpinAustraliandemocracy,suchasequality beforethelaw,freedomofspeech,democraticrepresentation,accountabilityofgovernment,socialjusticeandrespectfor others.Theyexploretheelementsofsustainabilityinlocal,nationalandglobalcontexts.Theylearnaboutthecontribution democracyhasmadetoAustraliashistoryandnationalidentityandAustraliasplaceintheworld.
Communityengagement
TheCommunityengagementdimensionfocusesonthedevelopmentofskillsandbehavioursstudentsneedtointeractwith thecommunityandtoengagewithorganisationsandgroups.Studentsparticipateinprocessesassociatedwithcitizenship suchasdecisionmaking,votingandleadership,usingtheirknowledgeofrulesandlawsofgovernance,andconceptssuch ashumanrightsandsocialjustice.Theythinkcriticallyabouttheirownvalues,rightsandresponsibilitiesandthoseof organisationsandgroupsacrossarangeofsettings,andexplorethediversityinsociety. Studentsexploreandconsiderdifferentperspectivesandarticulateandjustifytheirownopinionsonlocal,nationaland globalissues.Theyrefinetheirownopinions,valuesandallegiances.Theyapplytheirknowledgeandskillsinarangeof communitybasedactivities.
StagesoflearninginCivicsandCitizenship
AusVELStakeaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearningis acontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheCivicsandCitizenshipdomain. InCivicsandCitizenshipstudentsprogressivelydevelopknowledge,skillsandbehaviourswhichsupportthedevelopmentof activeandinformedcitizenswithanunderstandingandappreciationofAustraliassystemofgovernmentandciviclife,and thevalueswhichcontributetoharmonyinadiversemulticulturalsociety.FromFoundationtoLevel4,thislearningtakes placeinfamiliarcontextsstudentslearnabouttheirsocietythroughengagementatschoolandinthelocalarea.InLevels5 to8theirlearningtakesplaceinbroadercontextsandtheybecomeincreasinglyawareofthecomplexitiesofsocietyandable tolinkcurrentissuesandeventstobroadunderstandings,reflectingthedevelopmentofmorecomplexthinking.InLevels9 to10studentsareincreasinglyfocusedontheworldbeyondschoolandincreasinglyexploreissuesindepth,developcritical andevaluationskills,andacceptresponsibilityfortheirlearning. FoundationtoLevel4Layingthefoundations StudentsinFoundationtoLevel4developtheirlearningaboutcivicsandcitizenshipinfamiliarcontextshomeandfamily, schoolandlocalcommunity.Theyareintroducedtorelevantskills,valuesandknowledgebyexploringanddeveloping understandingoffamiliarenvironments.

Thefamilyisthefirstlearningenvironmentforstudentsandprovidesthemwithasenseofbelonging,basicsocialskillsand experiences,andlearningaboutvaluessuchasrespect,fairnessandcareforothersvalueswhichunderpinacommunity. Familyisalsowherestudentsfirstlearnaboutrulesandresponsibilities.Theschoolprovidesanenvironmentforthemto buildontheirlearningaboutbelongingtothecommunitiesoftheschool,thelocalcommunityandthenation. Studentsdeveloptheirsocialskillsandunderstandingofnormsandvaluesthroughlearningwithothers.Theybegintonote thesimilaritiesanddifferencesbetweenindividualsandgroupsintheclassroom,schoolandcommunity,andtoappreciate thatdifferentcultural,languageandreligiousgroupsmakeuptheAustraliannation.Theylearnaboutthereasonsforrulesin classroomsandschoolgamesandsport,andlearntoobservetheserulesintheireverydayactivities. TheybegintolearnaboutthehistoryofAustraliansandthetraditionsunderpinningtheirdemocraticsocietythrough classroomandschoolcelebrationsandcommemorationsofspecialdayssuchasAnzacDay.Inthesecontextstheyalso learnaboutthesymbolsofournation,suchastheflag,thenationalanthem,thecoloursgreenandgold,andthe Commonwealthcoatofarms.Theyaresupportedtoconsiderthevaluesandmeaningassociatedwiththesesymbols. Studentsinvestigatetherolesandcontributionsofvariousindividualsandgroupsinthecommunityandnation,andtheways thattheycanparticipateinacommunity.Theyreflectandactonappropriateissues,suchasrecyclingintheschool,to practisecitizenship. Levels5to8Buildingbreadthanddepth StudentsinLevels5to8progressivelydevelopgreatercognitiveabilityandskillsandbecomemorecomplexthinkers.They areintroducedtobroaderunderstandingsofAustraliandemocracy,includingtheestablishmentoftheAustraliannationand theoriginsofourpoliticalandlegalsystems.Theybegintounderstandthestructureofgovernmentthroughtheactivitiesof governmentthattheyarefamiliarwithinlocal,state,nationalcontexts.Theybecomeincreasinglyawareofthecomplexity anddiversityofAustraliansocietyandthegroupsthatmakeupthatsociety.Theyreflectonthevaluesthatareimportanttoa democratic,multiculturalsociety. Studentsareincreasinglyindependent,flexibleandselfmotivated,andcanorganisetheirthinkingandunderstand processessuchasresearch,criticalthinkingandproblemsolving.Theyaresupportedtoresearchissuesthatareimportant tothem,learningtoframetheirowninvestigations,reflectontheirfindingsandreporttheirconclusions.Theylearnthat diversityofopinions,avarietyofperspectives,anddebateaboutissuesaresignsofahealthydemocracy.Theybecome increasinglyawareofnationalevents,environmental,socialandpoliticalissues,andinternationaleventsandcrises. ThroughthesetheyevaluatetheroleoftheAustraliangovernmentasaglobalcitizen. Studentspractisedemocraticskillsandbehavioursthroughactivelyshapingandcontributingtotheirlearning,their classroomsandschooleventsandgovernance.Theyaregivenopportunitiestopractisedemocracythroughexperienceof leadershipingroups,classroomsandschoolevents.Theyassumeresponsibilitiesforclassandschoolactivities,andare supportedtocontributetotheschoolcommunity. Levels9to10Developingpathways Intheselevelsstudentsaremoreorientedtothefutureandawareoftheworldbeyondschool.Theyarebeginningtothinkof themselvesasadults.Theyaremoreindependentaslearnersandabletoassumegreaterresponsibilityfortheirlearning.

StudentsaremorefocusedondevelopingacriticalunderstandingofcontemporaryAustraliandemocracythroughastudyof democraticheritage,politicalandlegalinstitutions.Theyusecurrentpolitical,legal,nationalandinternationalissuesas springboardsforunderstandingandcriticalthinkingaboutarangeofconceptssuchastherightsandresponsibilitiesof citizens,valuesthatareimportantinademocracy,andtheroleoftheAustraliangovernmentasaglobalcitizen.Studentsare increasinglyattunedtotheworldbeyondschool,andlocal,nationalandinternationalissuesprovideameansthroughwhich theyunderstandandevaluateAustraliasdemocracy. Studentsexploreideasandissuesindepththroughresearchonissuesimportanttothem,theircommunityandtheirnation. Throughactiveinvestigation,theylearnaboutandpractisetheskillsandvaluesrequiredfordemocraticparticipation includingworkingwithothers,organising,solvingproblems,respectingotherpointsofview,definingareasforinvestigation, collectingevidence,analysingdata,thinkingcritically,presentingpointsofviewbasedonevidenceandevaluatingthe effectivenessoftheirwork. Studentsalsoengageinschool,localandcommunityactivitiesandeventsinwhichtheypractiseresponsibility,decision making,planning,problemsolving,cooperationwithothers,socialskillsandleadership.Thesecouldinclude:schoolwide activitiesandevents,levellevelandschoolgovernance,communityservice,environmentalprogramsinthelocalcommunity, enterpriselearningandinvolvementinlocalresponsestonationalandinternationalissues.
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinCivicsandCitizenship,theybegintodevelopasense ofbelongingtotheschoolcommunity.Theyareintroducedtotheideaoftheclassroombeingacommunityandtheylearn aboutrespectandconcernforothersandbeingfair.Theylearnaboutclassroomrulesandwhytheyareneeded.They begintocompareclassroomandfamilyrulesandotherrulesthattheyknowaboutsuchasthoseforgamesandsport. Studentsexploretheirresponsibilitiesandrightsandthoseofothersinfamiliarcontextssuchasthefamily,the classroom,theschoolplaygroundandlocalrecreationareas. Studentslearnaboutandcelebratespecialcultural,local,communityandnationaldaysforexample,schoolsporting eventsandCleanUpAustraliaDay.Theyengageinschoolandculturaleventsinaresponsibleandactiveway.
Standards
InCivicsandCitizenship,standardsforassessingandreportingonstudentachievementareintroducedatLevel3.The learningfocusstatementsforFoundationtoLevel2provideadviceaboutlearningexperiencesthatwillassiststudentsto worktowardstheachievementofthestandardsatLevel4.

Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinCivicsandCitizenship,theyidentifytherangeof groupstowhichthey,theirfamilymembersandtheirclassbelong.Theybegintoappreciatethesimilaritiesand differencesbetweenindividualsandgroups,includingthelanguage,culturalandreligiousgroupswhichmakeupthe Australiannation.Theyexploretheroles,rightsandresponsibilitiesofvariousfamilyandcommunitymembers.They discoverwhygroupsandcommunitieshaverules,begintoquestionruleswhichtheybelieveareunfair,andmake suggestionsaboutimprovingtheruleswithinthecommunity.Theybegintoappreciatethecommonvaluesimportantto groupsandindividualsforexample,fairness,tolerance,understandingandrespect. Studentsbegintoparticipateinarangeofclassandschoolactivitiessuchasrecycling,takingresponsibilityforclass resources,andmarkinglocalandnationalcelebrationsandcommemorations.Theyexplorethepurposeandbenefitsof school,communityandnationalevents.Studentsinvestigatethewaysindividuals,families,groupsandcommunitiescan worktoimprovetheirenvironment.
Standards

Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinCivicsandCitizenship,theyidentifytherangeof groupstowhichthey,theirfamilymembersandtheirclassbelong.Theybegintoappreciatethesimilaritiesand differencesbetweenindividualsandgroups,includingthelanguage,culturalandreligiousgroupswhichmakeupthe Australiannation.Theyexploretheroles,rightsandresponsibilitiesofvariousfamilyandcommunitymembers.They discoverwhygroupsandcommunitieshaverules,begintoquestionruleswhichtheybelieveareunfair,andmake suggestionsaboutimprovingtheruleswithinthecommunity.Theybegintoappreciatethecommonvaluesimportantto groupsandindividualsforexample,fairness,tolerance,understandingandrespect. Studentsbegintoparticipateinarangeofclassandschoolactivitiessuchasrecycling,takingresponsibilityforclass resources,andmarkinglocalandnationalcelebrationsandcommemorations.Theyexplorethepurposeandbenefitsof school,communityandnationalevents.Studentsinvestigatethewaysindividuals,families,groupsandcommunitiescan worktoimprovetheirenvironment.
Standards

Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinCivicsandCitizenship,theybuildontheir understandingofAustraliansocietyandinvestigatesomeofthedifferentculturalgroups,includingAboriginalandTorres StraitIslander(ATSI)communities,thatmakeuptheAustraliancommunity.Theylearnaboutthecontributionsthatpeople fromdiversegroupshavemadetomanyaspectsoftheAustralianwayoflife.Thisincludescontributionstothearts, industry,medicineandscience,aswellastootheraspectsoftheirlifeincludingfood,festivalsandsportingevents.They explorethewaysthatAustraliansareconnectedtootherregionalandglobalcommunities. StudentslearnaboutsomekeyeventswhichcontributedtothedevelopmentoftheAustraliannation.Theyexplore symbolsandcelebrationsofAustraliasandVictoriaspastandpresentforexample,theAustraliannationalflag,theATSI flags,theVictorianflag,coatsofarms,floralemblems,colours,flower,animalandbirdemblems,thenationalanthem, AustraliaDayandtheQueensBirthday.Theyconsiderthemeaningandvaluesthatarereflectedinthesecelebrations andsymbols.TheyconsiderwhattheyvalueaboutAustralia. Studentsexplorehowandwhypeoplemakedecisionsandidentifyplaceswherepeoplecometogethertodiscuss issuesandmakedecisions.Theyknowthatvotingisakeymethodforgroupdecisionmakinginademocracy.Students learnaboutthepurposeofgovernmentandsomefamiliarservicesprovidedbygovernment,particularlyatthelocallevel suchaspreschools,libraries,recreationalfacilitiesandwasteandrecyclingcollections.Theylookattherolesofsome leadersandrepresentativessuchasprimeminister,premierandmayor. Studentslearnaboutthedifferenttypesofgroupsinthecommunityandtheirfunctionsforexample,schoolgroupsand localvolunteergroupssuchascharitableandenvironmentalorganisations.Fromtheirresearch,theydevelopknowledge abouttheircommunityandenvironment,andasensethatindividualscontributionscancareforandimprovethe environment,theirownlivesandthelivesofothers. Theyexplorethedifferencesbetweenrulesandlaws,whywehavethem,whatroletheyserve,andhowtheycanbe changed.Theycontributetothedevelopmentandsupportofclassroomrules.Theydevelopanunderstandingofthe qualitiesofgoodlaws,theimportanceoflawsapplyingequallytoeveryoneinademocracy,andthewaysthatlawsare made. Studentsengageindemocraticprocessestoplanandcarryoutactivitiesandeventsattheschoolorinthelocal community.Theyparticipateincommunity,schooland/orhomebasedprojectsdesignedtoprotectandcareforthe naturalandbuiltenvironmentandpromotethesustainablemanagementofresourcesthattheyuseforexample,by reducing,reusingandrecyclingpaperandplastics,reducinguseoffossilfuelbywalkingorcyclingtoschool,reducing waterconsumption,andcontributingtocommunityevents.
Standards

Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinCivicsandCitizenship,theybuildontheir understandingofAustraliansocietyandinvestigatesomeofthedifferentculturalgroups,includingAboriginalandTorres StraitIslander(ATSI)communities,thatmakeuptheAustraliancommunity.Theylearnaboutthecontributionsthatpeople fromdiversegroupshavemadetomanyaspectsoftheAustralianwayoflife.Thisincludescontributionstothearts, industry,medicineandscience,aswellastootheraspectsoftheirlifeincludingfood,festivalsandsportingevents.They explorethewaysthatAustraliansareconnectedtootherregionalandglobalcommunities. StudentslearnaboutsomekeyeventswhichcontributedtothedevelopmentoftheAustraliannation.Theyexplore symbolsandcelebrationsofAustraliasandVictoriaspastandpresentforexample,theAustraliannationalflag,theATSI flags,theVictorianflag,coatsofarms,floralemblems,colours,flower,animalandbirdemblems,thenationalanthem, AustraliaDayandtheQueensBirthday.Theyconsiderthemeaningandvaluesthatarereflectedinthesecelebrations andsymbols.TheyconsiderwhattheyvalueaboutAustralia. Studentsexplorehowandwhypeoplemakedecisionsandidentifyplaceswherepeoplecometogethertodiscuss issuesandmakedecisions.Theyknowthatvotingisakeymethodforgroupdecisionmakinginademocracy.Students learnaboutthepurposeofgovernmentandsomefamiliarservicesprovidedbygovernment,particularlyatthelocallevel suchaspreschools,libraries,recreationalfacilitiesandwasteandrecyclingcollections.Theylookattherolesofsome leadersandrepresentativessuchasprimeminister,premierandmayor. Studentslearnaboutthedifferenttypesofgroupsinthecommunityandtheirfunctionsforexample,schoolgroupsand localvolunteergroupssuchascharitableandenvironmentalorganisations.Fromtheirresearch,theydevelopknowledge abouttheircommunityandenvironment,andasensethatindividualscontributionscancareforandimprovethe environment,theirownlivesandthelivesofothers. Theyexplorethedifferencesbetweenrulesandlaws,whywehavethem,whatroletheyserve,andhowtheycanbe changed.Theycontributetothedevelopmentandsupportofclassroomrules.Theydevelopanunderstandingofthe qualitiesofgoodlaws,theimportanceoflawsapplyingequallytoeveryoneinademocracy,andthewaysthatlawsare made. Studentsengageindemocraticprocessestoplanandcarryoutactivitiesandeventsattheschoolorinthelocal community.Theyparticipateincommunity,schooland/orhomebasedprojectsdesignedtoprotectandcareforthe naturalandbuiltenvironmentandpromotethesustainablemanagementofresourcesthattheyuseforexample,by reducing,reusingandrecyclingpaperandplastics,reducinguseoffossilfuelbywalkingorcyclingtoschool,reducing waterconsumption,andcontributingtocommunityevents.
Standards
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AtLevel4,studentsdemonstrateunderstandingofthecontributionofpeoplefromthemanyculturallydiversegroupsthat makeuptheAustraliancommunity.TheysequenceanddescribesomekeyeventsinAustraliasdemocratichistory.They describesymbolsandemblemsofnationallifeinAustraliaandidentifyvaluesrelatedtosymbolsandnational celebrationsandcommemorations.Theydescribethepurposeofgovernment,somefamiliargovernmentservicesand therolesofsomeleadersandrepresentatives.Theyexplainthedifferencebetweenrulesandlawsanddescribethe qualitiesofagoodlaw.Theyexplainwhyprotectionandcareforthenaturalandbuiltenvironmentisimportant. Communityengagement
AtLevel4,studentscontributetothedevelopmentandsupportofclassrulesandparticipateinschoolcelebrationsand commemorationsofimportantevents.Theydescribesomeoftherolesandpurposesofgroupsinthecommunity.They workwithotherstudentstoidentifyalocalissueandplanpossibleactionstoachieveadesiredoutcome.Theydescribe thebenefitsofactionatthelocallevelandthedemocraticaspectsoftheprocess.Theyparticipateinactivitiestoprotect andcareforthenaturalandbuiltenvironment.
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Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCivicsandCitizenship,theylearnabouttheorigins andestablishmentoftheAustraliannationatFederation.TheyexaminethenatureoftheAustralianfederalsystemof governancethatdeveloped.TheyconsidertheeffectsofAustralianfederationonthedemocraticrightsofdifferentgroups ofpeoplesuchasAboriginalandTorresStraitIslander(ATSI)people,womenandnonBritishmigrants. StudentslearnaboutthethreelevelsofgovernmentinAustraliaandinvestigateexamplesofthefunctionsandservicesof thesegovernmentssuchascurrency,defence,education,health,parksandlibraries.Theyexamineotherfeaturesof Australiandemocracyforexample,theroleofgovernmentinrepresentingthepeople,thekeytasksofamemberof parliamentorcouncillor,howparliamentmakeslawsandtheimportanceofvoting.Theylearnaboutthevaluesof democracy,andtherightsandresponsibilitiesofcitizenship. Theyconsidertheexperiencesofdiverseculturalgroups,includingATSIcommunities,andtheircontributionsto Australianidentity.Theyconsiderthevaluesimportantinamulticulturalsocietysuchasrespectandtolerance. Studentslearnabouttheprocessesofmakingandchanginglawsandtheroleofthecourtsandpolice.Theyconsider importantprinciplessuchastheindependenceofthejudiciary,equalitybeforethelaw,andthepresumptionof innocence.TheycompareAustralianlegalprocesseswiththoseofothercultures,suchasthoseofATSIcommunities. StudentsunderstandthatwhenAustralianstraveloverseas,thelawsofothercountriesapplytothem. StudentsunderstandthewaysinwhichAustraliancitizensareinfluencedbyandcaninfluencelocal,state,national, regionalandglobaldecisionsandmovements,includingissuesofsustainability.Theyinvestigatethesocialandpolitical linksbetweenAustraliaandothercountriesintheAsiaPacificregionandexploreglobaldevelopmentsandtheirpotential impactonAustralia.Theyunderstandthatprotectingtheenvironmentrequiresthatpeopleworktogetherascitizensand consumersandparticipateinappropriateactionsasenvironmentalstewardsorinothercivicactiontoeffectpositive change. Studentsresearchanissue,orissuesusingarangeofresourcesincludingelectronicmedia.Thesecouldinclude currentlocal,nationalandglobalissuesforexample,naturaldisastersandhumanrightsissues.Theyconsideractual andpossibleactionsbycitizensandnationsinresponsetotheissue/s. Studentsexplorewaysinwhichtheycanactivelyparticipateintheirschoolandcommunity.Theyinvestigatethequalities ofleadershipthroughpastandpresentexamples.Theyareprovidedwithopportunitiestoparticipateinschoolevents andexperienceclassandschoolleadershiprolesandtheirresponsibilities.
Standards
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Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCivicsandCitizenship,theylearnabouttheorigins andestablishmentoftheAustraliannationatFederation.TheyexaminethenatureoftheAustralianfederalsystemof governancethatdeveloped.TheyconsidertheeffectsofAustralianfederationonthedemocraticrightsofdifferentgroups ofpeoplesuchasAboriginalandTorresStraitIslander(ATSI)people,womenandnonBritishmigrants. StudentslearnaboutthethreelevelsofgovernmentinAustraliaandinvestigateexamplesofthefunctionsandservicesof thesegovernmentssuchascurrency,defence,education,health,parksandlibraries.Theyexamineotherfeaturesof Australiandemocracyforexample,theroleofgovernmentinrepresentingthepeople,thekeytasksofamemberof parliamentorcouncillor,howparliamentmakeslawsandtheimportanceofvoting.Theylearnaboutthevaluesof democracy,andtherightsandresponsibilitiesofcitizenship. Theyconsidertheexperiencesofdiverseculturalgroups,includingATSIcommunities,andtheircontributionsto Australianidentity.Theyconsiderthevaluesimportantinamulticulturalsocietysuchasrespectandtolerance. Studentslearnabouttheprocessesofmakingandchanginglawsandtheroleofthecourtsandpolice.Theyconsider importantprinciplessuchastheindependenceofthejudiciary,equalitybeforethelaw,andthepresumptionof innocence.TheycompareAustralianlegalprocesseswiththoseofothercultures,suchasthoseofATSIcommunities. StudentsunderstandthatwhenAustralianstraveloverseas,thelawsofothercountriesapplytothem. StudentsunderstandthewaysinwhichAustraliancitizensareinfluencedbyandcaninfluencelocal,state,national, regionalandglobaldecisionsandmovements,includingissuesofsustainability.Theyinvestigatethesocialandpolitical linksbetweenAustraliaandothercountriesintheAsiaPacificregionandexploreglobaldevelopmentsandtheirpotential impactonAustralia.Theyunderstandthatprotectingtheenvironmentrequiresthatpeopleworktogetherascitizensand consumersandparticipateinappropriateactionsasenvironmentalstewardsorinothercivicactiontoeffectpositive change. Studentsresearchanissue,orissuesusingarangeofresourcesincludingelectronicmedia.Thesecouldinclude currentlocal,nationalandglobalissuesforexample,naturaldisastersandhumanrightsissues.Theyconsideractual andpossibleactionsbycitizensandnationsinresponsetotheissue/s. Studentsexplorewaysinwhichtheycanactivelyparticipateintheirschoolandcommunity.Theyinvestigatethequalities ofleadershipthroughpastandpresentexamples.Theyareprovidedwithopportunitiestoparticipateinschoolevents andexperienceclassandschoolleadershiprolesandtheirresponsibilities.
Standards
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AtLevel6,studentsdescribethenatureofAustraliasdemocracythatdevelopedasaresultofFederation.Theydescribe thethreelevelsofgovernmentandsomeofthekeyfunctionsofeachlevel.TheyexplainthebasicelementsofAustralias federalparliamentarysystemandkeydemocraticprinciplesandvaluessuchasfreedomofspeechandequalitybefore thelaw.Theyexplaintheconceptofmulticulturalismanddescribethecontributionofvariousculturalgroups,including AboriginalandTorresStraitIslandercommunities,toAustralianidentity.Theydemonstrateunderstandingoftheprocess ofmakingandchanginglaws. Communityengagement
AtLevel6,studentsdemonstrateunderstandingoftherolesandresponsibilitiesofleaders,andofdemocratic processes,whenengaginginschoolandcommunityactivities.Theypresentapointofviewonasignificantcurrentissue orissuesandincluderecommendationsabouttheactionsthatindividualsandgovernmentscantaketoresolveissues. Theydemonstrateunderstandingthattherearedifferentviewpointsonanissue,andcontributetogroupandclass decisionmaking.
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Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinCivicsandCitizenship,theystudytheoriginsof democracyandvariousothertypesofgovernmentinanhistoricalcontext.Theylearnabouthowpastsocietiessuchas AncientGreeceandRomehaveinfluencedmoderndemocracies.TheylearnhowAustraliandemocracydevelopedfrom anautocracytoamoderndemocracyandtheBritishfoundationsofAustraliandemocracy. StudentslearnaboutsignificantmilestonesinthedevelopmentofAustralianlaw,governanceandrights.Theyexplorethe historicaloriginsofsomepoliticalrights,suchasuniversalsuffrage,secretballotandpaymentofparliamentarians.They considerexamplesofthefightforpoliticalrightssuchastheEurekamovement,theeighthourdayandfairworking conditions,AboriginalandTorresStraitIslanderrightsandthevoteforwomen.TheylookattheoriginsofAustralian citizenshipandhowitcanbeacquired. StudentslearnaboutkeyfeaturesofAustraliandemocracy.TheylearnaboutthetwohousesoftheAustralianparliament andthewaysthatcitizensarerepresentedintheSenateandtheHouseofRepresentatives.Theycomparetherolesof federalandstateparliaments.TheylearnaboutthegeneralprocessesofelectionsinAustralia.Theyconsiderthe separateresponsibilitiesofthethreelevelsofgovernmentandtheimpactofeachlevelonthedailylivesofcitizens.They developunderstandingofaspectsofpoliticalpartiesandtheirleaders,theroleoftheAustralianConstitution,andthe courts.Theydiscussexamplesinthemediaofpeople,laws,andissuesconcerningthesefeaturesofdemocracy. StudentsconsidertheEnglishoriginsofAustraliaslegalsystemandtheoriginsofcommonandstatutelaw.Theylearn aboutthepurposesoflawsandconsiderexamplesoftheprocessofmakingandchangingthem.Theyevaluatethe meritsandsuccessesoftheprinciplesinAustraliaslegalsystemsuchasjustice,thepresumptionofinnocenceand equalitybeforethelaw.Theyidentifytherequisiteconditionsforafairtrial. Throughhistoricalandcontemporaryexamples,includingthosefromAustralia,studentsareintroducedtothevaluesand qualitiesofleadership.Studentsareprovidedwithopportunitiestotakeonavarietyofleadershiproles.Theydevelop skillsrequiredforactiveandinformedcitizenshipandusetheseinclassandcommunitycontexts.Forexample,theyuse cooperativedecisionmakingtodesignandevaluateagroupproject,seekavarietyofopinionsanduseavotingmethod todeterminethemajorityviewaboutanissue. StudentsexaminethewaysinwhichAustraliansareconnectedtootherpeopleintheAsiaPacificregionandaroundthe world.Theyexploretheresponsibilitiesofglobalcitizenshipforindividuals,organisationsandgovernmentsandtheroles andresponsibilitiesofcompanies,producersandconsumersinrelationtosustainability.Theyexplorewaysinwhich countriesworktogethertoprotecttheenvironment. Studentsinteractwithavarietyofgroupsandorganisationsincivicandcommunityevents.Withassistance,theyseek opportunitiestoactivelyengageinschool,localandcommunityevents.Theyresearchissuesandeventsofimportance tothecommunity,recognisearangeofperspectives,andproposepossiblesolutionsandactions.Theseissuesmaybe relatedtomatterssuchasenvironmentalsustainability,socialjusticeandhumanrightsandmayhavelocal,nationaland globalsignificance.
Standards
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Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinCivicsandCitizenship,theystudytheoriginsof democracyandvariousothertypesofgovernmentinanhistoricalcontext.Theylearnabouthowpastsocietiessuchas AncientGreeceandRomehaveinfluencedmoderndemocracies.TheylearnhowAustraliandemocracydevelopedfrom anautocracytoamoderndemocracyandtheBritishfoundationsofAustraliandemocracy. StudentslearnaboutsignificantmilestonesinthedevelopmentofAustralianlaw,governanceandrights.Theyexplorethe historicaloriginsofsomepoliticalrights,suchasuniversalsuffrage,secretballotandpaymentofparliamentarians.They considerexamplesofthefightforpoliticalrightssuchastheEurekamovement,theeighthourdayandfairworking conditions,AboriginalandTorresStraitIslanderrightsandthevoteforwomen.TheylookattheoriginsofAustralian citizenshipandhowitcanbeacquired. StudentslearnaboutkeyfeaturesofAustraliandemocracy.TheylearnaboutthetwohousesoftheAustralianparliament andthewaysthatcitizensarerepresentedintheSenateandtheHouseofRepresentatives.Theycomparetherolesof federalandstateparliaments.TheylearnaboutthegeneralprocessesofelectionsinAustralia.Theyconsiderthe separateresponsibilitiesofthethreelevelsofgovernmentandtheimpactofeachlevelonthedailylivesofcitizens.They developunderstandingofaspectsofpoliticalpartiesandtheirleaders,theroleoftheAustralianConstitution,andthe courts.Theydiscussexamplesinthemediaofpeople,laws,andissuesconcerningthesefeaturesofdemocracy. StudentsconsidertheEnglishoriginsofAustraliaslegalsystemandtheoriginsofcommonandstatutelaw.Theylearn aboutthepurposesoflawsandconsiderexamplesoftheprocessofmakingandchangingthem.Theyevaluatethe meritsandsuccessesoftheprinciplesinAustraliaslegalsystemsuchasjustice,thepresumptionofinnocenceand equalitybeforethelaw.Theyidentifytherequisiteconditionsforafairtrial. Throughhistoricalandcontemporaryexamples,includingthosefromAustralia,studentsareintroducedtothevaluesand qualitiesofleadership.Studentsareprovidedwithopportunitiestotakeonavarietyofleadershiproles.Theydevelop skillsrequiredforactiveandinformedcitizenshipandusetheseinclassandcommunitycontexts.Forexample,theyuse cooperativedecisionmakingtodesignandevaluateagroupproject,seekavarietyofopinionsanduseavotingmethod todeterminethemajorityviewaboutanissue. StudentsexaminethewaysinwhichAustraliansareconnectedtootherpeopleintheAsiaPacificregionandaroundthe world.Theyexploretheresponsibilitiesofglobalcitizenshipforindividuals,organisationsandgovernmentsandtheroles andresponsibilitiesofcompanies,producersandconsumersinrelationtosustainability.Theyexplorewaysinwhich countriesworktogethertoprotecttheenvironment. Studentsinteractwithavarietyofgroupsandorganisationsincivicandcommunityevents.Withassistance,theyseek opportunitiestoactivelyengageinschool,localandcommunityevents.Theyresearchissuesandeventsofimportance tothecommunity,recognisearangeofperspectives,andproposepossiblesolutionsandactions.Theseissuesmaybe relatedtomatterssuchasenvironmentalsustainability,socialjusticeandhumanrightsandmayhavelocal,nationaland globalsignificance.
Standards
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AtLevel8,studentsexplaintheoriginsandfeaturesofrepresentativegovernment.Theyidentifysignificantdevelopments inthegovernanceandachievementofpoliticalrightsinAustralia.TheyexplainkeyfeaturesofAustralianGovernment includingtheresponsibilitiesofthelevelsofgovernment,thehousesofparliament,politicalpartiesandthewaysthat citizensarerepresented,usingsomecontemporaryexamplesintheirexplanations.Theydescribethepurposesoflaws andtheprocessesofcreatingandchangingthem.TheyidentifyandquestionthefeaturesandvaluesofAustralias politicalandlegalsystems.Theyidentifyanddiscussthequalitiesofleadershipthroughhistoricalandcontemporary examples. Communityengagement
AtLevel8,studentspresentpointsofviewoncontemporaryissuesandeventsusingappropriatesupportingevidence. Theyexplainthedifferentperspectivesonsomecontemporaryissuesandproposepossiblesolutionstoproblems.They usedemocraticprocesseswhenworkingingroupsonclassandcommunityprojects.Theyparticipateinschooland communityeventsandparticipateinactivitiestocontributetoenvironmentalsustainabilityoractiononothercommunity issues.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinCivicsandCitizenship,theyexplorethedevelopment ofAustraliasdemocracyfromFederation,thedevelopmentoftheAustralianConstitutionandthefederalsystemof government.Theyinvestigatesomehistoricalandcontemporaryissues,suchastherepublicandebate,theinclusionofa billofrightsintheAustralianConstitution,thedesignoftheAustralianflag,AboriginalandTorresStraitIslander(ATSI) recognitionintheAustralianConstitution,andthedivisionoffederalandstatepowers.TheycompareAustralias democracywithotherdemocracies. Studentsinvestigatethenatureandhistoryoftheconceptofhumanrights.Theybecomeawareofnationaland internationallegislationdesignedtoprotectthoserights.Theyexplorehumanrightsissuesatthenationaland internationallevel,includinganinvestigationofthehumanrightsofATSIcommunitiesandothergroupswithinAustralia. Theyexplorekeyelementsofmoderndemocracy,suchastheorigins,purposes,objectivesandconstituenciesof politicalparties,andthecharacteristicsandoperationoftheelectoralsystem.Studentsconsiderthewaysthatthese allowcitizenstoparticipateingovernanceandhowwelltheseelementssupportdemocraticprinciplesandvalues.They considerotherprocessesforinfluencingtheviewsandactionsofothersforexample,throughparticipationin organisationssuchasunions,environmentalandotherinterestgroups.Theyconsidertheroleofthemediaina democraticsocietyandtheimportanceofafreepress. StudentsexploreAustraliasmulticulturalsociety.Theylearnaboutthepastandpresentpoliciesofgovernmentinrelation toATSIpeopleandimmigration,andthevaluesandbeliefswhichsupportaharmoniousmulticulturalsociety.They exploretheconceptofAustralianidentityandthecontributionsofvariousculturalgroups.Theyconsiderthedevelopment ofAustraliancitizenshipovertimeandreasonswhypeoplechoosetobecomeAustraliancitizens.Theylinktheir understandingofmulticulturalismtocontemporaryissues,suchastheglobalrefugeeproblemandpopulationgrowth. StudentsevaluatetheroleoftheAustralianGovernmentintheglobalcommunityincludingAustraliasroleintheUnited Nations,throughcontextssuchasgovernmentresponsestoenvironmentalconcernssuchasglobalwarmingorother issuesofenvironmentalsustainability,naturaldisasters,peacekeepingoperations,worldpovertyandnationalandglobal securityissues. StudentsexploretherolesandresponsibilitiesofstateandCommonwealthcourtsandtheHighCourtofAustralia.They learnaboutthedifferencesbetweendifferenttypesoflawincludingstatute,common,ATSIandinternationallaw.They examinecasestudiesofchangesinthelawsuchasMabo,theFranklinDam,orcombatingterrororothercontemporary examples.Theyconsidertheviewsofindividualsandgroupsinthecommunityaboutthechangeandtheeffectsofthe change.TheyexaminetheprocessesforbringingaboutchangeinAustraliaslegalandpoliticalsystemsincludingthe roleofopendebateinademocracy.Theyevaluatetheeffectivenessofdemocraticprocessesinbringingaboutchanges inthelaw. Studentsapplytheirknowledgeaboutrepresentativedemocracyandsystemsofgovernmentbyresearchingand proposingpossibleactiononanissuerelevanttothematthelocal,stateornationallevel.Theyexplorethepotential impactoftheissueondifferentgroupswithinthecommunity,andtheeffectivenessofthedemocraticprocessin balancingindividualandcommunityrightsinresolvingtheissue.
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Studentsunderstandtheregional,globalandenvironmentalimplicationsofbeingacitizeninademocracy.Theyexplore Australiasrelationshipwithothernationsandexaminetheinfluenceofglobaleventsandissuesontheserelationships. Theyexaminehowpeoplesviewsontheenvironmentinfluencegovernmentpolicyandnongovernmentorganisations andthewaysinwhichgovernmentsattempttoaddressissuesofdevelopmentandsustainability.Theyinvestigateways inwhichcitizenscaninfluencegovernmentandconsideropportunitiestotakecivicactiononissues,includingthe environment. Studentsexplorewhatitmeanstobealeader,consideringdifferentleadershipstylesandlearnhowtheycanleadby example.Studentsareprovidedwithopportunitiestoparticipateinleadershipactivitiesandprojectsthatcontributetothe wellbeingofothersandwhichmayhavealocal,nationalorglobalfocus.
Standards
19

Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinCivicsandCitizenship,theyexplorethedevelopment ofAustraliasdemocracyfromFederation,thedevelopmentoftheAustralianConstitutionandthefederalsystemof government.Theyinvestigatesomehistoricalandcontemporaryissues,suchastherepublicandebate,theinclusionofa billofrightsintheAustralianConstitution,thedesignoftheAustralianflag,AboriginalandTorresStraitIslander(ATSI) recognitionintheAustralianConstitution,andthedivisionoffederalandstatepowers.TheycompareAustralias democracywithotherdemocracies. Studentsinvestigatethenatureandhistoryoftheconceptofhumanrights.Theybecomeawareofnationaland internationallegislationdesignedtoprotectthoserights.Theyexplorehumanrightsissuesatthenationaland internationallevel,includinganinvestigationofthehumanrightsofATSIcommunitiesandothergroupswithinAustralia. Theyexplorekeyelementsofmoderndemocracy,suchastheorigins,purposes,objectivesandconstituenciesof politicalparties,andthecharacteristicsandoperationoftheelectoralsystem.Studentsconsiderthewaysthatthese allowcitizenstoparticipateingovernanceandhowwelltheseelementssupportdemocraticprinciplesandvalues.They considerotherprocessesforinfluencingtheviewsandactionsofothersforexample,throughparticipationin organisationssuchasunions,environmentalandotherinterestgroups.Theyconsidertheroleofthemediaina democraticsocietyandtheimportanceofafreepress. StudentsexploreAustraliasmulticulturalsociety.Theylearnaboutthepastandpresentpoliciesofgovernmentinrelation toATSIpeopleandimmigration,andthevaluesandbeliefswhichsupportaharmoniousmulticulturalsociety.They exploretheconceptofAustralianidentityandthecontributionsofvariousculturalgroups.Theyconsiderthedevelopment ofAustraliancitizenshipovertimeandreasonswhypeoplechoosetobecomeAustraliancitizens.Theylinktheir understandingofmulticulturalismtocontemporaryissues,suchastheglobalrefugeeproblemandpopulationgrowth. StudentsevaluatetheroleoftheAustralianGovernmentintheglobalcommunityincludingAustraliasroleintheUnited Nations,throughcontextssuchasgovernmentresponsestoenvironmentalconcernssuchasglobalwarmingorother issuesofenvironmentalsustainability,naturaldisasters,peacekeepingoperations,worldpovertyandnationalandglobal securityissues. StudentsexploretherolesandresponsibilitiesofstateandCommonwealthcourtsandtheHighCourtofAustralia.They learnaboutthedifferencesbetweendifferenttypesoflawincludingstatute,common,ATSIandinternationallaw.They examinecasestudiesofchangesinthelawsuchasMabo,theFranklinDam,orcombatingterrororothercontemporary examples.Theyconsidertheviewsofindividualsandgroupsinthecommunityaboutthechangeandtheeffectsofthe change.TheyexaminetheprocessesforbringingaboutchangeinAustraliaslegalandpoliticalsystemsincludingthe roleofopendebateinademocracy.Theyevaluatetheeffectivenessofdemocraticprocessesinbringingaboutchanges inthelaw. Studentsapplytheirknowledgeaboutrepresentativedemocracyandsystemsofgovernmentbyresearchingand proposingpossibleactiononanissuerelevanttothematthelocal,stateornationallevel.Theyexplorethepotential impactoftheissueondifferentgroupswithinthecommunity,andtheeffectivenessofthedemocraticprocessin balancingindividualandcommunityrightsinresolvingtheissue.
20

Studentsunderstandtheregional,globalandenvironmentalimplicationsofbeingacitizeninademocracy.Theyexplore Australiasrelationshipwithothernationsandexaminetheinfluenceofglobaleventsandissuesontheserelationships. Theyexaminehowpeoplesviewsontheenvironmentinfluencegovernmentpolicyandnongovernmentorganisations andthewaysinwhichgovernmentsattempttoaddressissuesofdevelopmentandsustainability.Theyinvestigateways inwhichcitizenscaninfluencegovernmentandconsideropportunitiestotakecivicactiononissues,includingthe environment. Studentsexplorewhatitmeanstobealeader,consideringdifferentleadershipstylesandlearnhowtheycanleadby example.Studentsareprovidedwithopportunitiestoparticipateinleadershipactivitiesandprojectsthatcontributetothe wellbeingofothersandwhichmayhavealocal,nationalorglobalfocus.
Standards
AtLevel10,studentsdescribetheoriginsandnatureofAustraliasfederalpoliticalsystemandpresentaconsidered pointofviewonanissueaboutchangeinthepoliticalsystemandthelaw.TheyexplainhowtheAustralianConstitution affectstheirlives,andhumanrightsissues,bothnationalandinternational.Theyexplainhowcitizensinfluence governmentpolicythroughparticipationinpoliticalparties,electionsandmembershipofinterestgroups.Theyexplainthe developmentofamulticulturalsocietyandthevaluesnecessarytosustainit.Theydescribetheelectionprocessesin Australiaandhowtovote.Theyexplaintherolesandresponsibilitiesofcourtsatstateandfederallevelsandevaluatea changeinthelaw.TheyanalysehowwelldemocraticvaluesarereflectedinaspectsoftheAustralianpoliticalsystem. Theytakeaglobalperspectivewhenanalysinganissue,anddescribetheroleofglobalorganisationsinrespondingto internationalissues. Communityengagement
AtLevel10,studentsdrawonarangeofresources,includingthemassmediatoarticulateanddefendtheirownopinions aboutpolitical,socialandenvironmentalissuesinnationalandglobalcontexts.Theycontest,whereappropriate,the opinionsofothers.Theydevelopanactionplanwhichdemonstratestheirknowledgeofasocialorenvironmentalissue andsuggeststrategiestoraisecommunityawarenessofit.Theyparticipateinarangeofcitizenshipactivitiesincluding thosewithanationalorglobalperspective,atschoolandinthelocalcommunity.
21
Communication
2 2 2 3 5 5 6 7 8 9 10 11 12 13 14 15
Communication
IntroductiontoCommunication
Communicationiscentraltothecapacitytoconstructmeaningandtoconveyinformationandunderstandingtoothersina rangeofwaysandinavarietyofsettings.Successfulcommunicationrequiresstudentstobefamiliarwiththeforms, languageandconventionsusedindifferentcontextsandemploythemtocommunicateeffectively. TheCommunicationdomainfocusesondevelopingstudentswhocommunicateclearlyandconfidentlyinarangeofcontexts bothwithinandbeyondschool.Itaimstoassiststudentstodevelopawarenessthatlanguageanddiscoursedifferacross thecurriculumandthatthereisaneedtolearnliteraciesinvolvedineachsubjecttheyundertake.Tocommunicate successfully,studentsneedtodeveloptheknowledge,skillsandbehavioursthatempowerthemtorespondto,make meaningof,anddeconstructarangeofcommunicationforms.Theyalsoneedtodeveloptheknowledge,skillsand behaviourstoeffectivelypresentinformation,ideasandopinionsinarangeofforms,includingverbal,written,graphic, multimediaandperformance,appropriatetotheircontext,purposeandaudience.
StructureoftheCommunicationdomain
TheCommunicationdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementand,fromLevel5,asetofstandardsorganisedbydimension.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In Communication,standardsforassessingandreportingonstudentachievementapplyfromLevel5.
Dimensions
StandardsintheCommunicationdomainareorganisedintwodimensions:
l l
Listening,viewingandresponding Presenting.
Listening,viewingandresponding
Effectivecommunicationdemandsthatstudentsdeveloptheabilitytolisten,viewandrespondtocommunicationformswith respecttocontentandcontext.TheListening,viewingandrespondingdimensionfocusesondevelopingstudent understandingofcommunicationconventions,strategiestoassistthemtomakemeaningofcommunicationformsandthe abilitytodeconstructandrespondtoadiversityofforms.Thisinvolvesdevelopingfamiliaritywithforms,languageand conventionsusedindifferentcontextsacrossthecurriculum.
Presenting
Communication
Theabilitytopresentinformationandlearninginacoherentandappropriatemanneriscriticalforalllearners.The Presentingdimensioninvolvesstudentsgainingtheknowledge,skillsandbehaviourstounderstandcontext,purposeand audienceselectanduseappropriatestructureandorganisationtoconveymeaningandreflectonthestyleandcontentof thepresentationstheymake.
StagesofLearninginCommunication
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheCommunicationdomain. FoundationtoLevel4Layingthefoundations Whenchildrenenterschool,theybringwiththemagreatdiversityofexperienceascommunicatorsfromthehomeandother settings.InFoundationtoLevel4,theydevelopunderstandingofcommunicationconventionsintheformalandinformal contextsoftheschoolandtheclassroom.Learninginalldomains,fromtheearliestlevelsofschool,isdependentonthe acquisitionofeffectivecommunication,andonstudentsunderstandingoftheinteractivenatureofcommunication. Studentslearntolistenattentivelyandwithoutinterrupting.Theytaketurns,askclarifyingquestions,paraphrasewhathas beensaidtocheckmeaning,andbuildontheideasofothers.Theypractisetheskillsofbeingattentivelistenersandviewers inpairs,insmallgroupsandinwholeclasssituations. Theylearntoworkwithavarietyofaural,writtenandvisualtexts,andsharetheirunderstandingofthesetextswiththeteacher andpeers.Theylearnhowtoidentifykeypoints,developtheirowninterpretations,andprovideevidencetosupportthese interpretations. Theycommunicateideasandpersonalexperiencesinoralpresentationstoindividuals,groupsandthewholeclassand developskillsincommunicatinginformationonspecifiedtopicsinallcurriculumareas.Theyexploretheuseofarangeof verbalandnonverbalcuesandstrategiestoenhanceandengageanaudience.Theydevelopskillsincommunicatingideas inalogicalorder. Intheselevels,studentslearnabouthowcommunicatingwithothersvariesaccordingtodifferentcontexts,purposesand audiences,forexample,intheplaygroundandinavarietyofclassroomsituations.Theylearntopresentmoreformal presentations,suchasdramaticperformances. Levels5to8Buildingbreadthanddepth InLevels5to8studentsconsolidateandbuildontheirknowledgeandskillsrelatedtoeffectivecommunication.Students strengthentheircommunicationskillsastheybecomemoreindependent,flexibleandselfregulatoryintheirlearning,and participateinavarietyofinteractiveclassroomsituations,bothformalandinformal,andincludingcooperativelearning situations. Asthecurriculumprogrambroadens,theydevelopunderstandingofthepurposesofthespecialisedformsandlanguageof differentdomains,andpractiseusingtheseformsandlanguageappropriatelyintheirowncommunication. Astheyprogressthroughthisstage,studentsdevelopawiderrangeofstrategiesforlisteningattentivelyandforextracting meaningfromdifferentkindsofcommunication.Theyregularlypresentideas,informationandopinionsforavarietyof purposes,toarangeofaudiences,inbothformalandinformalsettings.
Communication
Inalllearningareas,studentsrespondtoawidevarietyofaural,writtenandvisualmedia.Theyinterpretincreasingly complexinformationandevaluatetheeffectivenessofthewaysinwhichitispresented. Levels9and10Developingpathways InLevels9and10studentscommunicatetomeettheirownlearningneedsandtomeettherequirementsofawiderangeof purposes,bothinandbeyondschool.Theyexplorenewideasindepth,oftenincooperationwiththeirpeers.Theyfurther developtheirskillsincommunicatingwithothersindifferentkindsofsituations,includingininformal,unstructuredgroups,in teams,andinproblemsolvingsituations. Atthisstage,studentsdevelopgreaterknowledgeandunderstandingofthelanguage,formsandcommunication conventionsofdifferentlearningareas,andofarangeofoccupationsandfurthereducationpathways.Theybecomemore fluentinmakingchoicesabouttheuseofspecialisedandappropriatelanguagetocommunicatecomplexinformationto differentaudiencesandfordifferentpurposes. Studentsexperimentwithcommunicatingcomplexinformationinavarietyofways.Theyfurtherdevelopskillsinstructuring oralandwrittenpresentationstoachieveclearandcoherentcommunication.Theyareabletomakeinformeddecisions aboutselectingresourcesandtechnologiesappropriatetotheformat,contentandmodeofcommunication.Theyevaluate theeffectivenessoftheirownandotherpeoplescommunication,andmodifytheirownpresentationstoimprove communications. Inalllearningareas,andinvariousworkplaceandcommunitycontexts,studentsrespondtomanydifferentkindsofaural, writtenandvisualtexts,inprintandotherforms.Theyanalysedifferentinterpretationsandareabletoexplainandjustifytheir owninterpretations.Theyreflectcriticallyonhowsocietalconventionsandideologyinfluencethepresentationofideasand information.
Communication
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theybegintoidentifybasic communicationconventionsintheclassroomandplaygroundsuchasbeingattentivelisteners,facingthespeaker,and takingturns.Theylearntofocustheirattentionandtolistenwithoutinterrupting.Studentspractiseretellingwhata speakerhassaidtothemandlearntoaskquestionswhenappropriate,exploringtheinteractivenatureof communication. Studentsrespond,inbothformalandinformalsettings,toavarietyofstimuliforexample,aural,writtenandvisualtexts. Theysharethemeaningtheymakeofthesetextswiththeirpeers. Studentsmakeregularshortoralpresentationstogroupsorthewholeclass,communicatingtheirideasonasingle topicorapersonalexperience,thefocusbeingonmakingthemselvesunderstood.Theybegintousevisualaidssuchas photographs,objectsanddrawingstoassistthemtocommunicatemoreeffectively.
Standards
InCommunication,standardsforassessingandreportingonstudentachievementareintroducedatLevel5.The learningfocusstatementsforFoundationtoLevel4provideadviceaboutlearningexperiencesthatwillassiststudentsto worktowardstheachievementofthestandardsatLevel6.
Communication
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theypractisetheskillsofbeing attentivelistenersandviewersinpairs,smallgroupsandasawholeclass.Theyareencouragedtousequestionsto clarifymeaningandtoextendinteraction.Theyexperience,respondtoandbegintointerpretavarietyofaural,writtenand visualtexts,discussingalternativemeaningsandperspectiveswhentheyarise. Whencommunicatingwithothers,studentsbegintodistinguishbetweendifferingcontexts,purposesandaudiencesand theylearntomodifytheircommunicationaccordinglyforexample,whenplayingwithfriendsintheplaygroundandtalking toclassroomvisitors. Studentsregularlymakeshortoralpresentationstosmallgroupsorthewholeclassonspecifiedtopicsacrossthe curriculumandonpersonalexperiencesbeyondschool.Withguidance,studentsdevelopanunderstandingofbasic communicationconventionsandpractisestrategiesforimprovingtheirpresentationswithaparticularfocusonmaking themselvesunderstoodforexample,byvaryingvolumeandpaceandmakingeyecontactwiththeaudience.
Standards
Communication
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theypractisetheskillsofbeing attentivelistenersandviewersinpairs,smallgroupsandasawholeclass.Theyareencouragedtousequestionsto clarifymeaningandtoextendinteraction.Theyexperience,respondtoandbegintointerpretavarietyofaural,writtenand visualtexts,discussingalternativemeaningsandperspectiveswhentheyarise. Whencommunicatingwithothers,studentsbegintodistinguishbetweendifferingcontexts,purposesandaudiencesand theylearntomodifytheircommunicationaccordinglyforexample,whenplayingwithfriendsintheplaygroundandtalking toclassroomvisitors. Studentsregularlymakeshortoralpresentationstosmallgroupsorthewholeclassonspecifiedtopicsacrossthe curriculumandonpersonalexperiencesbeyondschool.Withguidance,studentsdevelopanunderstandingofbasic communicationconventionsandpractisestrategiesforimprovingtheirpresentationswithaparticularfocusonmaking themselvesunderstoodforexample,byvaryingvolumeandpaceandmakingeyecontactwiththeaudience.
Standards
Communication
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theylistenattentivelywhenrequired andlearntorespondandinterjectappropriately.Theylearnaboutappropriatebodylanguagewhenreactingtoaspeaker andusefeedbackfrompeersandtheteacherontheirownbodylanguagetoimprovetheirreactions.Theypractise paraphrasingwhataspeakerhassaidtocheckmeaningandaskclarifyingquestionswheremeaningisunclear. Studentsexplorearangeofaural,writtenandvisualcommunicationformssuchastheInternet,film,textsandmusic whichillustrateavarietyofperspectivesonarangeoftopicsandideas.Theylearnhowtoidentifythemainmessage, developtheirowninterpretation,andprovideevidencetosupportit.Theyexplorereasonsforotherinterpretationsnot beingthesameastheirsandlearntorespecttherightofotherstoexpressopinions. Duringbothformalandinformalpresentations,studentsexploretheuseofarangeofverbalandnonverbalstrategies,to enhancemeaningandtoengagetheiraudienceforexample,physicalpositioningintheroomanduseofprops, costume,humourandaudienceparticipation.Theybegintoorderlogicallytheideasthattheywishtocommunicate. Whendevelopingformalpresentations,studentsexperimentwithvariousformsforexample,adramaticperformance anduseofpresentationsoftware.Withguidance,theyreflectontheirownandotherspresentationsandnotethefeatures thatmakethemeffective.
Standards
Communication
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theylistenattentivelywhenrequired andlearntorespondandinterjectappropriately.Theylearnaboutappropriatebodylanguagewhenreactingtoaspeaker andusefeedbackfrompeersandtheteacherontheirownbodylanguagetoimprovetheirreactions.Theypractise paraphrasingwhataspeakerhassaidtocheckmeaningandaskclarifyingquestionswheremeaningisunclear. Studentsexplorearangeofaural,writtenandvisualcommunicationformssuchastheInternet,film,textsandmusic whichillustrateavarietyofperspectivesonarangeoftopicsandideas.Theylearnhowtoidentifythemainmessage, developtheirowninterpretation,andprovideevidencetosupportit.Theyexplorereasonsforotherinterpretationsnot beingthesameastheirsandlearntorespecttherightofotherstoexpressopinions. Duringbothformalandinformalpresentations,studentsexploretheuseofarangeofverbalandnonverbalstrategies,to enhancemeaningandtoengagetheiraudienceforexample,physicalpositioningintheroomanduseofprops, costume,humourandaudienceparticipation.Theybegintoorderlogicallytheideasthattheywishtocommunicate. Whendevelopingformalpresentations,studentsexperimentwithvariousformsforexample,adramaticperformance anduseofpresentationsoftware.Withguidance,theyreflectontheirownandotherspresentationsandnotethefeatures thatmakethemeffective.
Standards
Communication
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theyusetheirunderstandingof communicationconventionstocommunicateeffectivelywithpeersandtorespondappropriatelywhentheyarepartofan audienceforexample,bywaitingforthecommunicationofotherstobecompletedbeforeresponding.Theypractise listeningattentivelytoidentifyandcommunicatemainpointstoothers.Theyreflectontheimplicitmessagesreceived throughbodylanguageandbegintounderstandthatverbalandnonverbalmessagesdonotalwayscorrespond.They practisesendingconsistentmessagesduringtheirinteractions. Studentsexperienceavarietyofaural,writtenandvisualcommunicationformsinbothformalandinformalsettingsfor exampleelectroniccommunication,performanceandoralpresentations.Withsupport,theyinterprettheseformsand begintounderstandthattheirinterpretationmaybeinfluencedbytheirownknowledge,valuesandbeliefs,bypersuasive devicessuchasemotivelanguage,andbytheopinionsofothers.Whenmakingmeaning,studentscontinuetodevelop skillsinaskingclarifyingquestionsandseekingvalidationoftheirinterpretationsfromtheirpeers.Theycompareand contrastdifferinginterpretationsandexplorewhytheydiffer. Studentsbegintorecognisethepurposeofspecialisedlanguageacrossthecurriculumandtousethisappropriatelyin theirowncommunicationforexample,theEarthispartofasystemofplanetsorbitingaroundastar(theSun)or,when describingcharacteristicsofamusiccomposition,Iuseddottedrhythmsandlotsofstaccatotogiveafeelingofenergy. Studentsdeveloptheirskillsinorganisingideasandinformationlogicallyandclearlytosuittheirpurposeandtheneeds oftheiraudience.Forformalpresentationstheybegintoselectappropriateformsforsharingknowledgeandinfluencing othersforexample,addingsoundtopresentationsoftware. Inresponsetoaudiencefeedback,studentsexperimentwithwaystoimprovetheircommunicationforexample, projectingtheirvoicetobeheardclearlyandmakingsurethattheaudiencecanseeanyvisualaids.Withsupport, studentsuseprovidedcriteriatoevaluateandreflectontheeffectivenessoftheircommunicationandtoprovidefeedback onthecommunicationofothers.
Standards
10
Communication
Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinCommunication,theyusetheirunderstandingof communicationconventionstocommunicateeffectivelywithpeersandtorespondappropriatelywhentheyarepartofan audienceforexample,bywaitingforthecommunicationofotherstobecompletedbeforeresponding.Theypractise listeningattentivelytoidentifyandcommunicatemainpointstoothers.Theyreflectontheimplicitmessagesreceived throughbodylanguageandbegintounderstandthatverbalandnonverbalmessagesdonotalwayscorrespond.They practisesendingconsistentmessagesduringtheirinteractions. Studentsexperienceavarietyofaural,writtenandvisualcommunicationformsinbothformalandinformalsettingsfor exampleelectroniccommunication,performanceandoralpresentations.Withsupport,theyinterprettheseformsand begintounderstandthattheirinterpretationmaybeinfluencedbytheirownknowledge,valuesandbeliefs,bypersuasive devicessuchasemotivelanguage,andbytheopinionsofothers.Whenmakingmeaning,studentscontinuetodevelop skillsinaskingclarifyingquestionsandseekingvalidationoftheirinterpretationsfromtheirpeers.Theycompareand contrastdifferinginterpretationsandexplorewhytheydiffer. Studentsbegintorecognisethepurposeofspecialisedlanguageacrossthecurriculumandtousethisappropriatelyin theirowncommunicationforexample,theEarthispartofasystemofplanetsorbitingaroundastar(theSun)or,when describingcharacteristicsofamusiccomposition,Iuseddottedrhythmsandlotsofstaccatotogiveafeelingofenergy. Studentsdeveloptheirskillsinorganisingideasandinformationlogicallyandclearlytosuittheirpurposeandtheneeds oftheiraudience.Forformalpresentationstheybegintoselectappropriateformsforsharingknowledgeandinfluencing othersforexample,addingsoundtopresentationsoftware. Inresponsetoaudiencefeedback,studentsexperimentwithwaystoimprovetheircommunicationforexample, projectingtheirvoicetobeheardclearlyandmakingsurethattheaudiencecanseeanyvisualaids.Withsupport, studentsuseprovidedcriteriatoevaluateandreflectontheeffectivenessoftheircommunicationandtoprovidefeedback onthecommunicationofothers.
Standards
AtLevel6,studentsaskclarifyingquestionsaboutideasandinformationtheylistentoandview.Theydevelop interpretationsofthecontentandprovidereasonsforthem.Theyexplainwhypeersmaydevelopalternative interpretations.Theydescribethepurposeofarangeofcommunicationstrategies,includingnonverbalstrategies,and evaluatetheireffectivenessfordifferentaudiences. Presenting
AtLevel6,studentssummariseandorganiseideasandinformation,logicallyandclearlyinarangeofpresentations. Theyidentifythefeaturesofaneffectivepresentationandadaptelementsoftheirownpresentationstoreflectthem.Using providedcriteria,theyevaluatetheeffectivenessoftheirownandotherspresentations.
11
Communication
Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinCommunication,theydeveloparangeofstrategiesfor listeningattentivelyandextractingmeaningfromcommunications,includingtakingnotesandsmallgroupdiscussionto recordandsummarisemainmessages.Theyreflectonhowtheexplicitbodylanguageofaspeakerinfluencestheir enjoymentandunderstandingofapresentation,andpractisemodifyingtheirownbodylanguagetoshowinterestand respectwhenlisteningtoaspeaker. Studentsrespondtoawidevarietyofaural,writtenandvisualmediaforexamplefilm,radio,theInternet,billboards, multimedia,andtextmessages.Theyexplorebothimplicitandexplicitmeaning,howtheauthorhasstructuredand presentedideas,andwhethertheyhaveusedspecialisedlanguageorsymbolstocommunicatetheirmessage. Studentssharethemeaningtheyhaveconstructedwithothersanddiscussanydifferences.Theycontinuetochallenge assumptions,usequestionstoclarifyunderstanding,andjustifytheirowninterpretationswhileacknowledgingthat othersmayhavedifferentinterpretations.Theyreflectonandevaluatetheeffectivenessofavarietyofmediain communicatingasimilarmessage,consideringaccuracy,inclusivenessandthetechniquesusedtoshapeaudience response. Studentsexpandtheirknowledgeofspecialisedlanguageusedacrossthecurriculumtocommunicatespecific meaningsandgainpracticeinusingspecificformsofcommunicationforexample,practicalreportsinScienceor fieldworkreportsinGeography. Studentsregularlypresentinformation,ideasandopinionsforavarietyofpurposes,toarangeofaudiences,inboth formalandinformalsettings.Theyfocusonidentifyingthekeymessagestheywishtocommunicateandstructuringtheir ideaslogicallyandcoherently.Theyexperimentwitharangeofpresentationformsandseekfeedbackfromtheir audienceastotheeffectivenessoftheircommunication.Studentsworktogethertodevelopcriteriawhichcanbeusedto evaluatepresentations.
Standards
12
Communication
Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinCommunication,theydeveloparangeofstrategiesfor listeningattentivelyandextractingmeaningfromcommunications,includingtakingnotesandsmallgroupdiscussionto recordandsummarisemainmessages.Theyreflectonhowtheexplicitbodylanguageofaspeakerinfluencestheir enjoymentandunderstandingofapresentation,andpractisemodifyingtheirownbodylanguagetoshowinterestand respectwhenlisteningtoaspeaker. Studentsrespondtoawidevarietyofaural,writtenandvisualmediaforexamplefilm,radio,theInternet,billboards, multimedia,andtextmessages.Theyexplorebothimplicitandexplicitmeaning,howtheauthorhasstructuredand presentedideas,andwhethertheyhaveusedspecialisedlanguageorsymbolstocommunicatetheirmessage. Studentssharethemeaningtheyhaveconstructedwithothersanddiscussanydifferences.Theycontinuetochallenge assumptions,usequestionstoclarifyunderstanding,andjustifytheirowninterpretationswhileacknowledgingthat othersmayhavedifferentinterpretations.Theyreflectonandevaluatetheeffectivenessofavarietyofmediain communicatingasimilarmessage,consideringaccuracy,inclusivenessandthetechniquesusedtoshapeaudience response. Studentsexpandtheirknowledgeofspecialisedlanguageusedacrossthecurriculumtocommunicatespecific meaningsandgainpracticeinusingspecificformsofcommunicationforexample,practicalreportsinScienceor fieldworkreportsinGeography. Studentsregularlypresentinformation,ideasandopinionsforavarietyofpurposes,toarangeofaudiences,inboth formalandinformalsettings.Theyfocusonidentifyingthekeymessagestheywishtocommunicateandstructuringtheir ideaslogicallyandcoherently.Theyexperimentwitharangeofpresentationformsandseekfeedbackfromtheir audienceastotheeffectivenessoftheircommunication.Studentsworktogethertodevelopcriteriawhichcanbeusedto evaluatepresentations.
Standards
AtLevel8,studentsmodifytheirverbalandnonverbalresponsestosuitparticularaudiences.Theyinterpretcomplex informationandevaluatetheeffectivenessofitspresentation.Whenresponding,theyusespecialisedlanguageand symbolsasappropriatetothecontextsinwhichtheyareworking.Theyconsidertheirownandotherspointsofview, applypriorknowledgetonewsituations,challengeassumptionsandjustifytheirowninterpretations. Presenting
AtLevel8,studentsusethecommunicationconventions,formsandlanguageappropriatetothesubjecttoconveyaclear messageacrossarangeofpresentationformstomeettheneedsofthecontext,purposeandaudience.Theyprovide anduseconstructivefeedbackandreflectiontodevelopeffectivecommunicationskills.
13
Communication
Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinCommunication,theylistentospeakersinarangeof contexts,includingtheschool,thewidercommunityandworkplaces.Theydeveloptheirskillsininterpretingmeaningfor example,byidentifyinginferencesandassumptions.Theyknowwhatitmeanstoeffectivelyrespondbothverballyand nonverballyindifferentcontextsandareabletodemonstratethis.Studentselaborateonandclarifycontentof presentations,usingpertinentquestionstoexploreexplicitandimplicitmeaning.Indiscussionwiththeirpeers,they evaluatetheeffectivenessofthesepresentationsandnotehowtheycanapplythefindingstotheirownpresentations. Instructuredactivities,studentsexploretherelationshipbetweenlanguageandpowerforexample,byinterpretingand analysingsignificantspeeches.Astheirunderstandingofthisconceptdevelops,theyapplytheirunderstandingwhen makingmeaningofavarietyofmediamessagesandwhendevelopingtheirownpresentations. Studentsrespondtoarangeofaural,writtenandvisualtexts,reflectingonhowculturalandsocietalnormsandideology influencetheproductionofthematerialforexample,researchpapersandnewsitems.Theyexplorehoweffectively meaninghasbeencommunicated,analysealternativeinterpretationsanddeveloparationalefortheirpreferredopinion. Studentsdevelopahighlevelofexpertiseandfluencyinthelanguage,formsandcommunicationstrategiesofparticular subjectsacrossthecurriculumaswellasthoseassociatedwitharangeofoccupationsandcareerpathways.They reflectonwhyitisimportanttohavethisknowledge,howitenablesmoreprecisecommunication,butalsohowitcan excludeaudienceswhoarenotfamiliarwiththelanguageofparticularsubjects. Studentsexperimentwithcommunicatingcomplexideasinavarietyofways.Theyincreasinglyusemetaphorandsymbol tocommunicate.Theyorganisetheirinformation,ideasandopinionsintoacoherentstructure,selectandadjusttheir modeofpresentationtosuitpurposeandaudience,andmakeappropriateadjustmentsinresponsetoanaudience. Theyuseagreedcriteriatoreflectontheeffectivenessoftheirowncommunicationsandarticulatemeansbywhichthey couldbeimproved.
Standards
14
Communication
Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinCommunication,theylistentospeakersinarangeof contexts,includingtheschool,thewidercommunityandworkplaces.Theydeveloptheirskillsininterpretingmeaningfor example,byidentifyinginferencesandassumptions.Theyknowwhatitmeanstoeffectivelyrespondbothverballyand nonverballyindifferentcontextsandareabletodemonstratethis.Studentselaborateonandclarifycontentof presentations,usingpertinentquestionstoexploreexplicitandimplicitmeaning.Indiscussionwiththeirpeers,they evaluatetheeffectivenessofthesepresentationsandnotehowtheycanapplythefindingstotheirownpresentations. Instructuredactivities,studentsexploretherelationshipbetweenlanguageandpowerforexample,byinterpretingand analysingsignificantspeeches.Astheirunderstandingofthisconceptdevelops,theyapplytheirunderstandingwhen makingmeaningofavarietyofmediamessagesandwhendevelopingtheirownpresentations. Studentsrespondtoarangeofaural,writtenandvisualtexts,reflectingonhowculturalandsocietalnormsandideology influencetheproductionofthematerialforexample,researchpapersandnewsitems.Theyexplorehoweffectively meaninghasbeencommunicated,analysealternativeinterpretationsanddeveloparationalefortheirpreferredopinion. Studentsdevelopahighlevelofexpertiseandfluencyinthelanguage,formsandcommunicationstrategiesofparticular subjectsacrossthecurriculumaswellasthoseassociatedwitharangeofoccupationsandcareerpathways.They reflectonwhyitisimportanttohavethisknowledge,howitenablesmoreprecisecommunication,butalsohowitcan excludeaudienceswhoarenotfamiliarwiththelanguageofparticularsubjects. Studentsexperimentwithcommunicatingcomplexideasinavarietyofways.Theyincreasinglyusemetaphorandsymbol tocommunicate.Theyorganisetheirinformation,ideasandopinionsintoacoherentstructure,selectandadjusttheir modeofpresentationtosuitpurposeandaudience,andmakeappropriateadjustmentsinresponsetoanaudience. Theyuseagreedcriteriatoreflectontheeffectivenessoftheirowncommunicationsandarticulatemeansbywhichthey couldbeimproved.
Standards
AtLevel10,studentsidentifythewaysinwhichcomplexmessagesareeffectivelyconveyedandapplythisknowledgeto theircommunication.Whenlistening,viewingandresponding,theyconsideralternativeviews,recognisemultiple possibleinterpretationsandrespondwithinsight.Theyusecomplexverbalandnonverbalcues,subjectspecific language,andawiderangeofcommunicationforms.Studentsusepertinentquestionstoexplore,clarifyandelaborate complexmeaning. Presenting
AtLevel10,studentsdemonstratetheirunderstandingoftherelationshipbetweenform,contentandmode,andselect suitableresourcesandtechnologiestoeffectivelycommunicate.Theyusesubjectspecificlanguageandconventionsin accordancewiththepurposeoftheirpresentationtocommunicatecomplexinformation.Theyprovideconstructive feedbacktoothersandusefeedbackandreflectioninordertoinformtheirfuturepresentations.
15
Design, Creativity and Technology

2 2 2 4 7 7 8 9 10 11 13 14 16 17 19 21
IntroductiontoDesign,CreativityandTechnology
ThedomainofDesign,CreativityandTechnology(DCT)emphasisesengagementindesigning,creatingandevaluating processes,productsandtechnologicalsystemsusingarangeofmaterialsasawayofdevelopingcreativityandinnovation. Creativityinthisdomaincanbedescribedasapplyingimaginationandlateralandcriticalthinkingthroughoutdesignand developmentprocesses.Innovationisanoutcomeofthebroadexplorationofideas,useofmaterials/ingredients,and technicalprocessesthatcanoccurwhenindividualsareinvolvedininvestigating,designing,producing,analysingand evaluatingtheirownandothersproductsand/orsystems. Designisavitalstepintransformingideasintocreative,practicalandcommercialrealitiesbyoptimisingthevalueof productsandsystems.Designinganditsapplicationinvolveplanningandorganisingproduction,andevaluatingproductsin arealcontext.Contextsmayrelatetoforexample,whatwegrow,eat,wear,build,make,ourhealthandsafety,andhowwe travelandspendourleisuretime.Designersconsiderproblems,needs,wantsandopportunitiesandrespondtothemby developingarangeofideas,whicharedevelopedintoutilitarianproductsorsystems. Developmentofcapabilityinthisdomainincludestheabilitytouse,manage,assessandunderstanddesign,creativity, technology,andtheirrelationshiptoinnovation.Inmoredetail,thisinvolvesstudents:
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posingproblemsandactivelyidentifyingneeds,wants,opportunitiesandareasforimprovement gatheringinformationandbuildingknowledgeaboutthenatureofneeds,wants,opportunitiesandareasfor improvementandthebestroutestotaketowardsdesigningasolution developingandusingdesignandtechnologyskills,knowledgeandprocesses,includingproposing,experimenting, learningfromresultsandsynthesising,tocreatenewand/orimprovedproductsand/orsystems usingtools,equipment,materials/ingredientsandsystemscomponentssafelyandcreativelytomakequalityproducts and/orsystems understandingthatdesign,creativityandtechnologyleadstoinnovation assessingtheoutcomesofdesignandtechnologyprocesses,andtheresultingproductsandtechnologicalsystems inrelationtoenvironmental,socialandeconomicfactors.
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Thisdomaininvolvesexperiential,practicalandappliedknowledgeaswellastheoreticalunderstanding.Itrequiresstudents tobeautonomousandcreativeproblemsolvers,asindividualsandasmembersofateam.Studentscombinean understandingofdesign,functionality,aesthetics,social,cultural,economicandenvironmentalissues,andindustrial practiceswithpracticalskills.Astheydoso,theyreflectonandevaluatepastandpresentdesignandtechnology,itsuses andeffects. TheDCTdomainfocusesondevelopmentofstudentsskillsinmanagingandmanipulatingmaterialsandresourcesusing arangeoftools,equipmentandmachinestomake,produceorgrowfunctionalphysicalproductsorsystems.These materialsandresourcesincludefood,wood,metal,timber,plastics,textiles,ceramics,plantsandsoil/growingmediaand componentssuchaswheelsandaxles,pulleysandbelts,gears,switches,lights,motors,connectingwires,batteriesand printedcircuitsboards.
StructureoftheDesign,CreativityandTechnologydomain
TheDCTdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralianCurriculumand toprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview).

Eachlevelincludesalearningfocusstatementand,fromLevel3,asetofstandardsareintroduced,organisedbydimension. Aglossaryisincludedwhichprovidesdefinitionsofunderlinedterms.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.InDCT, standardsforassessingandreportingonstudentachievementareintroducedfromLevel3.
Dimensions
StandardsintheDesign,CreativityandTechnologydomainareorganisedinthreedimensions:
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Investigatinganddesigning Producing Analysingandevaluating.
Activitiesassociatedwiththethreedimensionsarelinkedandmaybeappliedsequentially,wherestudentsmovedirectly frominvestigatingtodesigning,producingandevaluating.Oralternatively,studentsmaymovebetweenthedimensionsas theysolveaproblem.Forexample,toassisttheirdecisionmakingwhiledesigningaproductorsystem,studentsmay evaluatethepotentialimpactontheenvironmentoftheintendeduseofmaterials/ingredients,componentsorprocesses requiredtomaketheproductorsystem.Additionally,afterevaluatingaproducttheyhavemade,studentsmayreturntothe InvestigatinganddesigningandProducingdimensionstoimprovetheproduct.Inthisway,studentsmayworkinanon sequentialmannerthroughthedimensionsinthisdomain.Inorderforstudentstodemonstrateknowledge,skillsand behavioursinthisdomainadesignandmakeprojectbasedlearningapproachmustbetaken,thatfocusesonmeetingthe problem,need/sorrequirementsdefinedinadesignbrief.
Investigatinganddesigning
IntheInvestigatinganddesigningdimension,studentsidentifyideas,problems,needs,wantsandopportunities.Adesign briefcanbeastartingpointoritcanbedevelopedtoclearlydefinetheidea,problem,need,wantoropportunityand requirementsforasolution.Studentsundertakeresearchandinvestigationtoidentifythehuman,material,equipment, and/orenergyresourcesavailabletomeettheidea,problem,need,wantoropportunity. Studentscombinepracticalanddesignskillswithknowledge,skillsandbehavioursfromotherdomainstoselectandrecord creativemethodsofgeneratinganddepictingdesignpossibilitiesandoptions.Theydeviseaplantooutlinetheprocesses involvedinmakingaproduct,andselectandjustifytheoptionthatbestmeetstherequirementsofthedesignbrief.
Producing
TheProducingdimensioninvolvesstudentsinthemanagementoftheproductionphaseandincludestheappropriate selectionandsafemanipulationanduseoftools,equipment,materials/ingredientsandcomponentstocarryoutprocesses appropriatetothematerials/ingredientsorassemblyofsystemscomponentstoproduceaqualityproductortechnological system.

Studentsexplore,shareandusebothtraditionalandmoreinnovativetechniques.Theyreflectupontheirprogressandalter plansasappropriate.Progressandchangestoplansarereflecteduponandalteredasappropriate.
Analysingandevaluating
IntheAnalysingandevaluatingdimension,studentscomparetheoutcomesofdesignandproductionactivitieswithearlier designworkandplannedintentions.Followingtheapplicationoftesting,improvements,modificationsandalternative approachesareconsidered. Thisdimensionalsoinvolvesstudentsindescribing,analysingandevaluatingtheimpactandvalueofboththeirownand otherstechnologicalproducts,technologicalsystems,processesandinnovations(past,presentandpredictedfuture)onthe individual,societyandculture,theenvironmentandtheeconomy.Thisincludesconsiderationofsustainabilityissues.
StagesofLearninginDesign,CreativityandTechnology
AusVELStakeaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearningis acontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheDesign,CreativityandTechnology(DCT)domain. InDCTstudentsdevelopknowledge,skillsandbehavioursininvestigating,designing,producing,analysingandevaluating products.Intheearlystagesoftheirlearningtheydevelopanawarenessoftheplaceofdesignandtechnologyintheirworld andsomebasicskillsandknowledgeindesign,productionandevaluationofproducts.Intheseearlystages,studentsare abletodevelopdesignandtechnologyawarenessinintegratedlearningcontexts.Theydevelopbasicknowledgeof materialsandsystems,understandingoftheconceptofdesign,andapplytheirknowledgeandunderstandingtomake simpleproducts. Studentsbuildonknowledge,skillsandbehavioursgainedinFoundationtoLevel4,extendingtheirabilitytogenerateand communicatedesignideas.Theydevelopthemotorskillsand,moregradually,thestrengthtouseanincreasedrangeof tools.Theyfurtherdevelopthevocabularyfordescribingtheprocessesinwhichtheyareengaged.Studentsbegintoengage with,andreflecton,morechallengingdesignbriefsandworkwithspecificmaterialsandsystemsinincreasinglycomplex productionprocesses. FoundationtoLevel4Layingthefoundations InFoundationtoLevel4,studentsbegintounderstandthatpeopleusecreativeandinventivethinkingtohelpthemmeet humanneedsandwants.InDCTstudentsareencouragedtowonder,becuriousandimaginative.Theyexplorepossibilities andconceptsandverbalisetheirthoughtprocesses. Astheirawarenessoftheirlocalcommunitydevelops,studentsbegintounderstandtheneedfordesignandtechnologyin theworld.Theyaskquestionsandidentifyproblems,needsandopportunities.Theybecomefamiliarwithdesignbriefsasa wayofposingproblemsandchallenges,andareabletointerpretandcontributetobriefs.Designprovidesacontextfor engagingstudentsintheirlearning.Theyrecognisethatthereareprocessesfordesigning,producingandevaluating products. Theydeveloptheirknowledgeofhoweverydayproductsandsystemswork,andhowthecharacteristicsofthematerialsused caninfluencethelookandfunctionofproducts.Theyrecognisethatmaterialsandproductscanbereusedandrecycled,and considerwaysinwhichthiscanhappenaswellastheimpactthatthismighthaveontheenvironment.

StudentsacquirethevocabularythatisuniquetoDCTandapplyittotheirwork.Theybegintounderstandthatthereisusually morethanonesolutiontoaproblemanddevelopskillsingeneratingcreativeideas.Findingattimesthattheirideasmaybe toocomplexexceedingtheirplanningandproductionabilitytheylearntorefinetheirideastoreflecttheirproduction capability. Studentsdevelopdesignstoaddresschallengesposed,initiallywithinfamiliarcontexts.Theycommunicatetheirdesign ideasinavarietyofways,includingsimpledrawings,diagrams,annotations,listsandmodels,andverbally.Withteacher assistance,theyorganisetheirideastodevelopsimpleplansformakingproducts. Initially,studentsareencouragedtoexplorefamiliarmaterials/ingredientsandobjects.Throughplay,andusingtheirexisting knowledge,theydevelopskillsinmanipulationandunderstandingsaboutthecharacteristicsofmaterials/ingredients.They observethatsomeproductshavemovingpartsandrecognisethatavarietyofcomponentsenablethistohappen.They explorewaysinwhichtocreatemovementintheirownproductsusingarangeofmaterials,includingpaper,cardboard, fabrics,twines,plastics,wood,food,playdough,plasticine,aswellasotherrecycledmaterialssuchascartonsand containers.Theyusearangeofjoiningtechniquesincludingavarietyoftapesandglues. Atthisstage,thetoolsandequipmentusedincludescissors,brushes,rulers,needlesandthread,bowls,spoonsand knives.Studentsunderstandtheneedforsafetyrulesassociatedwiththeuseoftoolsandequipment.Asstudentsdevelop theirmanipulativeskillstheyareabletouseagreaterrangeofmaterials,toolsandequipment.Astheirlevelofliteracy develops,studentsareabletodescribeproductsandprocessesinmoredetailanddiscuss,explainandjustifychangesthat theyhavemadetoplans. Levels5to8Buildingbreadthanddepth InLevels5to8studentsareabletothinkconceptuallyandanalytically.Theybecomemorecomplexthinkerswhoworkwith increasingindependencewhendesigning,planningandmakingproducts.Theybecomeawareoftheimpactofdesignand manufacturingonthewidersocietyandtheenvironment.Theyrecognisethatmanyissuescanhaveanimpactonthedesign ofproductsandsystems. Designbriefsbecomemorecomplexandthecontextsforthesebroadenasstudentsdevelopthecapacitytoanalyseand conceptualiseideas.Whilesomedesignbriefswillfocusonareasthatareofpersonalinteresttostudents,thecontextsfor othersmightbebeyondstudentsimmediateenvironment,includingothercommunitiesandenvironmentsandpossibly worldcontexts. Studentsexpandtheirvocabularyinthedomainanddevelopagreaterawarenessofthemselvesinatechnologicalworld. Theyshowincreasingcompetenceinapplyingtheskillstheyhavelearntinpreviouslevelsinalldimensionsofthedomain. Inthisstage,studentsdevelopgreaterspatialawarenessandcanrepresentideasintwoandthreedimensions.Theyapply arangeofdesignelementsandprinciplestoenhancetheirdesignideas,andcommunicatedesignideasinawidervariety ofways,includingusingmoreadvanceddrawingtechniques,makingmodels,writinglistsandmenus,creatingconcept mapsandblockdiagrams,andusingcomputersoftware.Plansforproductionbecomemoredetailed,withstudents increasingabilitytomanagetimeandresources. Bytheendofthisstage,studentsareproficientintheuseofarangeofmaterials,toolsandequipment,havefurther developedfinemotorskills,andhavegreaterphysicalstrength.Thisallowsthemtousemorecomplextoolsandequipment, includinghandandpowertools,andtocarryoutabroaderrangeofproductionprocesses.

Studentscanperformsimpleriskassessmentsandmakesomechoicesabouttheappropriatenessoftoolsandequipment forparticularpurposes.Theyfurtherdeveloptheirunderstandingofsafetyissueswhenworkingwithtoolsandequipment. Studentsunderstandwhatsystemsareandcandescribeinsimpletermshowsomesystemswork.Theybegintodevelop anunderstandingoftherelationshipbetweenenergyandsystems. Studentsfurtherdevelopskillsintestingandreflectingonthefunctionandperformanceoftheirproductsandtheprocesses plannedandfollowedforproduction.Theyreflectontheirthinkingwhileworkingthroughtheseprocessesandareableto describeandjustifychangesmadetoplansandproducts.Astheydeveloptheirabilitytorecogniseanddescribestrengths andweaknesses,studentsbecomemoreableinsuggestingappropriatemodificationstoimproveproductsandprocesses. Levels9to10Developingpathways Studentsbecomediscerning,discriminatingandindependentthinkersatthisstageoftheirlearning.Asaresult,theycan discusstheplaceofdesignandtechnologyinsocietyaswellasdescribesomeoftheeconomicandenvironmentalbenefits andimplicationsofproductandsystemdesign.Theyfurtherdevelopcriticalawarenessofdesignandtechnologyfromthe perspectivesofbothconsumeranddesigner. Designbriefsbecomemorecomplexandchallenging,and,asstudentsseektoapplytheirlearningbeyondschool,they becomeawareofclientanduserfocuseddesign.Studentsgainconfidenceanddisplayautonomyandinitiativein constructingdesignbriefs.Theyexpandtheirstrategiesforexploringideasthatinformtheirdesigns,andselectappropriate strategiesforspecificcontexts. Theybroadentheirrangeofresourcesforinspirationandtheirideasaremorevariedandinnovative.Theyareabletomake informedchoicesaboutthesuitabilityofideasforparticularpurposesandcircumstances. StudentsbuildtheirexpertiseandbecomemorespecialisedintheirapproachtoDCT.Theydevelopknowledgeofagreater varietyofmaterialsandsystemsandareabletomakedecisionsabouttheappropriatenessofmaterialsandcomponentsfor particularproducts.Theybecomemoreskilledinusingandunderstandingspecificmaterialsandsystems. Asstudentsspatialawarenessismorefullydevelopedtheyusearangeofmethodsforcommunicatingdesignideas, includingtheuseofcomputersoftwarewherepossible.Theyemploybothtwoandthreedimensionaltechniquesandmake judgmentsaboutthemosteffectivemethodsforrepresentingideasinagivensituation.Theydevelopproceduralplansto assistintheproductionprocessandcontinuetodeveloptheirabilitytomanagetimeandresources. Atthisstage,studentshavewelldevelopedfinemotorskillsandareabletousemorecomplextoolsandequipment.They alsobegintomaintainsomeofthese.Theydevelopfurthertheirskillsincarryingoutriskassessmentsandidentifying possiblesafetyissues.Asstudentsdevelopspecialistskillsforthetechnologicalactivitiestheyareengagedin,theybecome increasinglyindependentintheiruseoftoolsandequipment,andintheirabilitytomakechoicesaboutthesuitabilityof particulartools,equipmentandcomponentsforparticularpurposes. Throughthedesignandtechnologyprocessesandbyapplyingevaluationcriteria,studentsareabletoexamineandrespect arangeofperspectivesandconsiderthevalueofdiverseopinionsaboutdesignandtechnology.Theymonitorandevaluate theirproducts,processesandthinkingandmakedecisionsaboutimprovementstothese.Theydevelopandapplyevaluation criteriathatenablethemtomakejudgementsabouttheeffectivenessoftheproductsandprocesses,justifyingchanges madeanddescribingmodificationsandimprovements.
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinDesign,CreativityandTechnology,theyinvestigate everyday,familiarproductsandrecognisethebasiccharacteristicsandmaterials/ingredientsfromwhichtheyaremade andhowtheyareused.Theyexplorethedifferencesbetweennaturalproductsandartefacts,andlearnthatmaterialscan berecycledandreusedtoproducenewproducts.Theyplaywithandmanipulatematerials/ingredientsinbothafreeand focusedmannertofosterdevelopmentoftheirdesignandtechnicalskills.Theylearnappropriateterminology,including thenamesofmaterials/ingredientsandtheircharacteristicsandproperties(forexample,rough,smooth,shiny,soft, flexible),andprocessessuchasmeasure,mix,cut,join. Studentsthinkandtalkaboutwhyandhowproductsaremade.Theyrespondtosimpledesignbriefsasacontextfor designing(forexample,Thereistobeateddybearspicnic,andyourteddywillhavetobeprotectedfromthesun). Studentsusetheirimaginationandcuriositytogenerateideas,engageintechnologicalprocessesanddevelop imaginativedesignsolutionsforsimpleproblems.Theylearntousesimplepicturesandmodelstorepresentdesign ideastodevelopsimpleandauthenticproducts,suchasahealthyafterschoolsnack.Whiledesigningusuallyprecedes producingandevaluating,studentsmaydrawtheirdesignaftertheproductismade.Theirproductsmaybedevelopedas aresultofexploringmaterialsratherthanfromadrawing. Studentsindependently,orincollaborationwithpeersoradults,exploretheuseofcommonmaterialssuchaspaper, cardboard,glue,fabric,wood,soilandplants,plasticcontainers,string,paddlepopsticksandfoodingredients.They developskillsinthesafeuseofbasictoolsandequipment,suchassafetyscissors,mixingbowls,cupsandrulers,to cut,join,shape,mixandfollowinstructionstoconstructsimpleproductsormodelsbasedontheirdesignideas. Studentsthinkandtalkabouthowtheirdesignswillsolveaproblemormeetaneed,andreflectonthestepstheytookto designandmaketheirproduct.Theydiscusshowtheycouldmakeaproductbetter.
Standards
InDesign,CreativityandTechnology,standardsforassessingandreportingonstudentachievementareintroducedat Level3.ThelearningfocusstatementsforLevels1and2provideadviceaboutlearningexperiencesthatwillassist studentstoworktowardstheachievementofthestandardsatLevel4.

Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinDesign,CreativityandTechnology,theycometo understandthatpeopleusecreative,imaginativeandinventivethinkingtohelpthemmeethumanneedsandwants.They enquireaboutandquestiontheirworld,offeringideasandsuggestionsbasedupontheirexperienceofworkingwith materials/ingredientsandsystemscomponents.Theyinvestigatewhatproductsandsystemscando,howtheywork,and whytheyarethewaytheyare.Theyplaywithandmanipulatematerials/ingredients,thinkabout,discussanddescribe theircharacteristicsandproperties(usingtermssuchasstrong,hard,stretchyandsweet)andwhytheyaresuitablefor useinproductsandsystems. Inresponsetosimpledesignbriefs,studentsdevelopbasicdesignideasbasedontheirexperiencesofworkingwith materials/ingredientsandcomponents.Theytalkabouttheirdesignideasandthoughtprocessesandstarttorepresent thesevisuallybyusingmodels,picturesandwords.Theyconsiderthatmorethanonesolutionmaybepossibleand begintogivereasonsforchangesintheirthinking. Studentsbegintorecogniserelationshipsbetweenindividualsandcommunities,andproducts,processesandsystems forexample,atransportsystem.Respondingtoopenendeddesigntasks,studentsdevelopimaginativeandpractical designsolutionstoproblems,needsandopportunitiesforexample,makingasimpledecoratedbagforcarrying personalitems,modellingplaygroundequipment,ormakingpotstogrowherbsforuseinafoodproduct. Studentsfollowasetofinstructionsandmaybegintocontributetoplanningthemainstepstomakeaproduct.They explainwhattheyaremakingandwhichtoolsandequipmenttheyareusing.Theysafelyusetoolsandequipmentto separate,assemble,joinandcombineeverydaymaterials/ingredientsandsystemscomponentsinavarietyofways. Studentsconsiderwhethertheirdesignsolutionsworkandareappropriateforthepurposeforwhichtheyweredesigned. Withguidancefromtheteacherandfeedbackfrompeers,theyreflectonhowtheydesignedandmadetheirproducts.
Standards

Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinDesign,CreativityandTechnology,theycometo understandthatpeopleusecreative,imaginativeandinventivethinkingtohelpthemmeethumanneedsandwants.They enquireaboutandquestiontheirworld,offeringideasandsuggestionsbasedupontheirexperienceofworkingwith materials/ingredientsandsystemscomponents.Theyinvestigatewhatproductsandsystemscando,howtheywork,and whytheyarethewaytheyare.Theyplaywithandmanipulatematerials/ingredients,thinkabout,discussanddescribe theircharacteristicsandproperties(usingtermssuchasstrong,hard,stretchyandsweet)andwhytheyaresuitablefor useinproductsandsystems. Inresponsetosimpledesignbriefs,studentsdevelopbasicdesignideasbasedontheirexperiencesofworkingwith materials/ingredientsandcomponents.Theytalkabouttheirdesignideasandthoughtprocessesandstarttorepresent thesevisuallybyusingmodels,picturesandwords.Theyconsiderthatmorethanonesolutionmaybepossibleand begintogivereasonsforchangesintheirthinking. Studentsbegintorecogniserelationshipsbetweenindividualsandcommunities,andproducts,processesandsystems forexample,atransportsystem.Respondingtoopenendeddesigntasks,studentsdevelopimaginativeandpractical designsolutionstoproblems,needsandopportunitiesforexample,makingasimpledecoratedbagforcarrying personalitems,modellingplaygroundequipment,ormakingpotstogrowherbsforuseinafoodproduct. Studentsfollowasetofinstructionsandmaybegintocontributetoplanningthemainstepstomakeaproduct.They explainwhattheyaremakingandwhichtoolsandequipmenttheyareusing.Theysafelyusetoolsandequipmentto separate,assemble,joinandcombineeverydaymaterials/ingredientsandsystemscomponentsinavarietyofways. Studentsconsiderwhethertheirdesignsolutionsworkandareappropriateforthepurposeforwhichtheyweredesigned. Withguidancefromtheteacherandfeedbackfrompeers,theyreflectonhowtheydesignedandmadetheirproducts.
Standards

Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinDesign,CreativityandTechnology,theybeginto provideinputintothedevelopmentofdesignbriefs.Theygenerateideasfromavarietyofsources,andrecognisethat theirdesignshavetomeetarangeofdifferentrequirements.Theylearntomakerealisticplansforachievingtheiraims andrecognisethattheyareconstrainedbytheavailabilityofresources.Theyclarifyideaswhenasked,andusewords, labelledsketchesandmodelstocommunicatethedetailsoftheirdesigns. Studentslearntodescribeideasandconceptsaboutdesign,materials/ingredientsandtechnologicalsystemsinsimple terms.Forexample,howandwhyadrawingisannotatedhowmaterials/ingredientsareclassifiedthesystems componentsthatarecombinedtocreatemovement,suchasgearsandpulleyswhatcharacteristicsandproperties makematerials/ingredientssuitableforaparticulardesignorproposedproductandhowthesecanbecombinedin innovativewaystocreatesolutions.Intransformingnovelideasintoproductsorsimplesystems,theyareencouragedto takerisks. Studentsinvestigatewhatproductsandsimpletechnologicalsystemscando,howtheymeetpeoplesneeds,howthey areusedand/orwork,whattheylooklikeandwhytheylookthewaytheydo.Theylearnwhatevaluationcriteriaareand, withguidance,developsimpleevaluationcriteriaandusethesetomakedecisionsabout,andassess,designideas. Withassistance,theylearntoplanbasicstepsinproduction.Theydevelopskillsintheuseofavarietyofsimple productiontechniques,suchascutting,mixing,shaping,joiningandassemblingandarangeofmaterials/ingredientsto produceproducts,suchasahealthybreakfastcerealanditspackagingandsimplesystemsforexample,apuppetwith movingparts(levers)orapulleyarrangementtoliftaweight.Productiontechniquescouldincludecuttingwithasawor knife,weighingwithscales,measuringwithajug,filingwithafileorrasp,sandpapering,whiskingandhandsewingwith aneedleandthread.Materialscouldincludepaperandcardboard,foodingredients,fabrics,wood,plantsandsoilor othergrowingmedia.Theylearntousetoolsandequipmentsafelyandhygienically,andwithsomeaccuracy,toalterand combinematerials/ingredientsandputtogethercomponentstomakeasimplesystemwithmovingparts. Studentsareencouragedtogiveandreceivefeedbackabouttheirownandothersproductsandsimplesystems(for example,atoywithmovingparts),consideringwhetherdesignsolutionsworkandiftheyareappropriatefortheir purpose.Theylearntokeepsimplerecordsandreflectonthestepstheytooktodesignandmaketheirownproductsand simplesystems,includingnotinganyproblemsencounteredandchangesmadetoaccommodatethese.
Standards
10

Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinDesign,CreativityandTechnology,theybeginto provideinputintothedevelopmentofdesignbriefs.Theygenerateideasfromavarietyofsources,andrecognisethat theirdesignshavetomeetarangeofdifferentrequirements.Theylearntomakerealisticplansforachievingtheiraims andrecognisethattheyareconstrainedbytheavailabilityofresources.Theyclarifyideaswhenasked,andusewords, labelledsketchesandmodelstocommunicatethedetailsoftheirdesigns. Studentslearntodescribeideasandconceptsaboutdesign,materials/ingredientsandtechnologicalsystemsinsimple terms.Forexample,howandwhyadrawingisannotatedhowmaterials/ingredientsareclassifiedthesystems componentsthatarecombinedtocreatemovement,suchasgearsandpulleyswhatcharacteristicsandproperties makematerials/ingredientssuitableforaparticulardesignorproposedproductandhowthesecanbecombinedin innovativewaystocreatesolutions.Intransformingnovelideasintoproductsorsimplesystems,theyareencouragedto takerisks. Studentsinvestigatewhatproductsandsimpletechnologicalsystemscando,howtheymeetpeoplesneeds,howthey areusedand/orwork,whattheylooklikeandwhytheylookthewaytheydo.Theylearnwhatevaluationcriteriaareand, withguidance,developsimpleevaluationcriteriaandusethesetomakedecisionsabout,andassess,designideas. Withassistance,theylearntoplanbasicstepsinproduction.Theydevelopskillsintheuseofavarietyofsimple productiontechniques,suchascutting,mixing,shaping,joiningandassemblingandarangeofmaterials/ingredientsto produceproducts,suchasahealthybreakfastcerealanditspackagingandsimplesystemsforexample,apuppetwith movingparts(levers)orapulleyarrangementtoliftaweight.Productiontechniquescouldincludecuttingwithasawor knife,weighingwithscales,measuringwithajug,filingwithafileorrasp,sandpapering,whiskingandhandsewingwith aneedleandthread.Materialscouldincludepaperandcardboard,foodingredients,fabrics,wood,plantsandsoilor othergrowingmedia.Theylearntousetoolsandequipmentsafelyandhygienically,andwithsomeaccuracy,toalterand combinematerials/ingredientsandputtogethercomponentstomakeasimplesystemwithmovingparts. Studentsareencouragedtogiveandreceivefeedbackabouttheirownandothersproductsandsimplesystems(for example,atoywithmovingparts),consideringwhetherdesignsolutionsworkandiftheyareappropriatefortheir purpose.Theylearntokeepsimplerecordsandreflectonthestepstheytooktodesignandmaketheirownproductsand simplesystems,includingnotinganyproblemsencounteredandchangesmadetoaccommodatethese.
Standards
AtLevel4students,individuallyandinteams,generateideasbasedonadesignbrief,demonstratingunderstandingthat designsmayneedtomeetarangeofdifferentrequirements.Theyusewords,labelledsketchesandmodelsto communicatethedetailsoftheirdesigns,andclarifyideaswhenasked.Theyidentifysimplesystemscomponentsand commonmaterials/ingredientsandexplainthecharacteristicsandpropertiesthatmakethemsuitableforusein products.Studentsthinkaheadabouttheorderoftheirworkandlistbasicstepstomaketheproductorsystemtheyhave designed. Producing
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AtLevel4,studentsusetheirlistofstepsandareabletochooseappropriatetools,equipmentandtechniquestoalter andcombinematerials/ingredientsandassemblesystemscomponents.Theyuseavarietyofsimple techniques/processesandarangeofmaterials/ingredientstosafelyandhygienicallyalterandcombine materials/ingredientsandputtogethercomponentstomakeproductsandsimplesystemsthathavemovingparts. Analysingandevaluating
AtLevel4,studentstest,evaluateandrevisetheirdesigns,productsorsimplesystemsinlightoffeedbacktheyhave gainedfromothers.Theyidentifywhathasledtoimprovementsanddescribewhattheyconsidertobethestrengthsand drawbacksoftheirdesign,productorsimplesystem.Theyconsiderhowwellaproductorsimplesystemfunctions and/orhowwellitmeetstheintendedpurpose.
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Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinDesign,CreativityandTechnology,theycontributeto thedevelopmentofdesignbriefsthatincludesomelimitationsandspecificationsbyposingquestionsaboutand identifyingsituations,problems,needsandopportunitiesforthecreationofusefulproductsandsimplesystems.They exploreideasandconceptsaboutdesign,materials/ingredientsandsystems,andconsiderhowthesecanbecombined ininnovativewaystocreatesolutionsforexample,foramodelsolarboatorafunparkride. Individuallyandinsmallteams,studentsdeveloppossiblesolutionsinresponsetodesignbriefs,usingsimplemind maps,sketches,plansandannotateddrawings,labelleddiagramsmodelsandflowcharts.Theyincreasinglyuse informationandcommunicationstechnologytoolsandtechniquestoresearch,developandcommunicateideas.They areencouragedtoconsciouslyselectpreferredoptionsandexplainwhytheyhavechosenthem,referringto materials/ingredients,functionandaesthetics. Studentslearntodevelopstepbystepplansforproductionanduseavarietyofproductiontechniques,tools, materials/ingredients(forexample,atemplateformarkingashapetobecutoutoffabricorwood,atapemeasure,pliers forbendingmetalwire,ahotmeltgluegunforjoiningwoodorfabric,ahandbeaterforcombiningfoodingredients,a clampforholdingmaterials/ingredientstoatable,atrysquareforsquaringapieceofwood,secateursfortrimminga plant,apeelerforremovingappleskin)andsystemscomponentstomakeproductssafely.Theybegintorecordtheir progressusingwordsandimages.Studentslearntoanalysehowproductsandsystemsfunctionandwhattheylooklike, anddiscussthemeaningofqualityinthecontextofdesign.Theylearntoidentifyevaluationcriteriafromthedesignbrief andusethemtojustifydesignchoices.Theyalsousethemtothinkabouthowwelltheircompletedproductsuitsthe designsituation.Theyusesimpleteststodeterminethesuitabilityorperformanceofproductsand/ortechnological systems. Takingintoaccountfeedbackfrompeersandteachers,studentsconsiderhowtheproductorsystemtheyhavemade, andtheprocessestheyhaveused,couldbeimproved.Theyalsoreflectontheimpactthatproductsandsystemsandthe usesofmaterialshaveonpeopleandtheenvironment.
Standards
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Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinDesign,CreativityandTechnology,theycontributeto thedevelopmentofdesignbriefsthatincludesomelimitationsandspecificationsbyposingquestionsaboutand identifyingsituations,problems,needsandopportunitiesforthecreationofusefulproductsandsimplesystems.They exploreideasandconceptsaboutdesign,materials/ingredientsandsystems,andconsiderhowthesecanbecombined ininnovativewaystocreatesolutionsforexample,foramodelsolarboatorafunparkride. Individuallyandinsmallteams,studentsdeveloppossiblesolutionsinresponsetodesignbriefs,usingsimplemind maps,sketches,plansandannotateddrawings,labelleddiagramsmodelsandflowcharts.Theyincreasinglyuse informationandcommunicationstechnologytoolsandtechniquestoresearch,developandcommunicateideas.They areencouragedtoconsciouslyselectpreferredoptionsandexplainwhytheyhavechosenthem,referringto materials/ingredients,functionandaesthetics. Studentslearntodevelopstepbystepplansforproductionanduseavarietyofproductiontechniques,tools, materials/ingredients(forexample,atemplateformarkingashapetobecutoutoffabricorwood,atapemeasure,pliers forbendingmetalwire,ahotmeltgluegunforjoiningwoodorfabric,ahandbeaterforcombiningfoodingredients,a clampforholdingmaterials/ingredientstoatable,atrysquareforsquaringapieceofwood,secateursfortrimminga plant,apeelerforremovingappleskin)andsystemscomponentstomakeproductssafely.Theybegintorecordtheir progressusingwordsandimages.Studentslearntoanalysehowproductsandsystemsfunctionandwhattheylooklike, anddiscussthemeaningofqualityinthecontextofdesign.Theylearntoidentifyevaluationcriteriafromthedesignbrief andusethemtojustifydesignchoices.Theyalsousethemtothinkabouthowwelltheircompletedproductsuitsthe designsituation.Theyusesimpleteststodeterminethesuitabilityorperformanceofproductsand/ortechnological systems. Takingintoaccountfeedbackfrompeersandteachers,studentsconsiderhowtheproductorsystemtheyhavemade, andtheprocessestheyhaveused,couldbeimproved.Theyalsoreflectontheimpactthatproductsandsystemsandthe usesofmaterialshaveonpeopleandtheenvironment.
Standards
AtLevel6,studentscontributetothedevelopmentofdesignbriefsthatincludesomelimitationsandspecifications. Individuallyandinteams,theyusearangeofmethodstoresearchandcollectdatainresponsetodesignbriefs.They generateandcommunicatealternativedesignideasinresponsetoadesignbriefandusewords,labelledsketchesand models,todemonstratethattheyareawareofenvironmentalandsocialconstraints. Studentstakeaccountoftheviewsofusers/consumersandproducestepbystepplansand/ormodifyrecipesformaking productsand/orsimplemechanical/electricalsystems.Theydescribehowtheirintendedproductwillfunctionorbeused, andwhatitwilllooklikeinthecontextoftherequirementsofthedesignbrief.Theyidentifyevaluationcriteriafromdesign briefsandusethemtojustifydesignchoices. Producing
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AtLevel6,studentsusetheirproductionplanandselectandworksafelywithavarietyofmaterials/ingredientsand systemscomponentstoproducefunctionalproductsand/orsystems.Theyusearangeofmeasuring,marking, joining/combiningtechniquestoaltermaterialsandfinishing/presentationmethods,andoperatetoolsandequipment competently,showingconsiderationofsafetyandhygiene,andrecordtheirprogress. Analysingandevaluating
AtLevel6,studentsreflectontheirdesignsastheydevelopthemanduseevaluationcriteria,identifiedfromdesign briefs,tojustifytheirdesignchoices.Theymodifytheirdesigns/products/systemsafterconsideredevaluationoffeedback frompeersandteachers,andtheirownreflection.Theydescribetheimpactproductsandtechnologicalsystemshaveon peopleandtheenvironment.
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Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinDesign,CreativityandTechnology,theyindividually andinteams,developinnovativesolutionsindesignandtechnologycontexts(forexample,creatingalowfatbiscuitand designingathreedimensional,environmentallyfriendlypackageforeightofthebiscuits)andevaluatetheirdecisions withreferencetodesignbriefspecifications.Theydevelopgreaterspatialawareness,areencouragedtothinkflexibly, andrepresenttheirideasusingtwoandthreedimensionalhandandcomputerassisteddrawingandmodelling techniquesincludingtheuseofappropriatetechnicallanguage.Theyfurtherexplorethepropertiesandcharacteristicsof materials/ingredients,andcarryoutteststodeterminetheirsuitabilityforintendedproductsand/orsystems. Indevelopingtheirunderstandingofsystems,studentslearnaboutopenandclosedloopsystems,andtheircontroland thecomponentsusedtomakebasicautomatedsystemandenergysources(renewableandnonrenewable)andforms thatpowersystems.Theyexplorehowtechnologicalsystemscanconvertenergyandmagnifyforce. Studentslearnhowdesignelementsandprinciplescanenhancetheirdesignwork.Studentsrefertodesignbriefsto considerandinvestigateaspectsoffunctionandaesthetics.Theyalsoconsiderhowsocial,cultural,economicand environmentalfactorsinfluencethedevelopmentoftheirdesignideas.Theytrialandmakeproductsandsystemsbased ontheirdesignconcepts,justifyingchangesintheirthinkingastheydesign,developandevaluateproductsandsystems, andrecognisetherightofotherstoperceivethingsdifferently. Studentsfurtherdevelopanunderstandingofthecreativeproblemsolvingprocess.Individuallyandcollaboratively,they applyimaginativeandinnovativestrategiestodevelopcreativedesignoptions,includingthosethatarenotimmediately obvious,andplansforproduction. Studentscontinuetodevelopavarietyofdrawingandmodellingtechniquesandcomputerassistedmethodstovisualise designideasandconcepts,andgeneratealternativeoptions.Afterselectingandjustifyingthebestdesignoption,they developalogicallysequencedoutlineofthemajorstagesofproductionandalistofmaterials/ingredientsand/or systemscomponentsandquantitiesrequired.Studentsusenumeracyskillstocalculatequantities,sizesand/or expectedoutputs.Theyproducetheproduct/system,usingtools,equipment,machinesandmaterials/ingredientssafely andwearpersonalprotectiveclothingandequipmentifappropriate.Studentsdevelopabasicunderstandingoftherisk assessmentprocess.Withdirection,theychooseanduseincreasinglycomplexproductiontechniquesandequipment forexample,asolderingiron,wirecutters,afoodprocessorandelectricbeater,ahandplane,pedestaldrill,overlocker, andreportfaultswithtoolsandequipment.Theyreflectonandrecordtheprogressoftheirproductionactivities,and makechangesifrequired. Concentratingontheaesthetic,functionalfeaturesand/orperformanceoftheproduct/system,studentsconsiderhowit, andtheprocessesusedtodevelopit,couldbeimproved,andcompareittoothersimilarproducts/systems.They discussanddevelopevaluationcriteriatoanalyseandevaluatetheircompletedproduct/systemandconsiderthesocial andenvironmentalimpactsoftheirownandothersproducts.Theyanalyseandevaluateaninnovative,recently developedandcommerciallyavailableproductorsystemandconsideritsbenefitsanddrawbackstouser/consumerand manufacturer/producer.
Standards
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Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinDesign,CreativityandTechnology,theyindividually andinteams,developinnovativesolutionsindesignandtechnologycontexts(forexample,creatingalowfatbiscuitand designingathreedimensional,environmentallyfriendlypackageforeightofthebiscuits)andevaluatetheirdecisions withreferencetodesignbriefspecifications.Theydevelopgreaterspatialawareness,areencouragedtothinkflexibly, andrepresenttheirideasusingtwoandthreedimensionalhandandcomputerassisteddrawingandmodelling techniquesincludingtheuseofappropriatetechnicallanguage.Theyfurtherexplorethepropertiesandcharacteristicsof materials/ingredients,andcarryoutteststodeterminetheirsuitabilityforintendedproductsand/orsystems. Indevelopingtheirunderstandingofsystems,studentslearnaboutopenandclosedloopsystems,andtheircontroland thecomponentsusedtomakebasicautomatedsystemandenergysources(renewableandnonrenewable)andforms thatpowersystems.Theyexplorehowtechnologicalsystemscanconvertenergyandmagnifyforce. Studentslearnhowdesignelementsandprinciplescanenhancetheirdesignwork.Studentsrefertodesignbriefsto considerandinvestigateaspectsoffunctionandaesthetics.Theyalsoconsiderhowsocial,cultural,economicand environmentalfactorsinfluencethedevelopmentoftheirdesignideas.Theytrialandmakeproductsandsystemsbased ontheirdesignconcepts,justifyingchangesintheirthinkingastheydesign,developandevaluateproductsandsystems, andrecognisetherightofotherstoperceivethingsdifferently. Studentsfurtherdevelopanunderstandingofthecreativeproblemsolvingprocess.Individuallyandcollaboratively,they applyimaginativeandinnovativestrategiestodevelopcreativedesignoptions,includingthosethatarenotimmediately obvious,andplansforproduction. Studentscontinuetodevelopavarietyofdrawingandmodellingtechniquesandcomputerassistedmethodstovisualise designideasandconcepts,andgeneratealternativeoptions.Afterselectingandjustifyingthebestdesignoption,they developalogicallysequencedoutlineofthemajorstagesofproductionandalistofmaterials/ingredientsand/or systemscomponentsandquantitiesrequired.Studentsusenumeracyskillstocalculatequantities,sizesand/or expectedoutputs.Theyproducetheproduct/system,usingtools,equipment,machinesandmaterials/ingredientssafely andwearpersonalprotectiveclothingandequipmentifappropriate.Studentsdevelopabasicunderstandingoftherisk assessmentprocess.Withdirection,theychooseanduseincreasinglycomplexproductiontechniquesandequipment forexample,asolderingiron,wirecutters,afoodprocessorandelectricbeater,ahandplane,pedestaldrill,overlocker, andreportfaultswithtoolsandequipment.Theyreflectonandrecordtheprogressoftheirproductionactivities,and makechangesifrequired. Concentratingontheaesthetic,functionalfeaturesand/orperformanceoftheproduct/system,studentsconsiderhowit, andtheprocessesusedtodevelopit,couldbeimproved,andcompareittoothersimilarproducts/systems.They discussanddevelopevaluationcriteriatoanalyseandevaluatetheircompletedproduct/systemandconsiderthesocial andenvironmentalimpactsoftheirownandothersproducts.Theyanalyseandevaluateaninnovative,recently developedandcommerciallyavailableproductorsystemandconsideritsbenefitsanddrawbackstouser/consumerand manufacturer/producer.
Standards
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AtLevel8,studentsusevariousstrategiesandsourcesofinformationtoinvestigateandresearcharangeoffactors relevanttomoresophisticateddesignbriefstowhichtheyhavecontributed.Duringthedesignprocesstheyclarifytheir understandingofdesignbriefrequirementsandtheirdesignideasbygathering,respondingtoandprovidingfeedbackto others.Theydevelopevaluationcriteriafromthedesignbrieftoinformtheirjudgmentsduringthedesignprocess.They useavarietyofdrawingandmodellingtechniquestovisualisedesignideasandconcepts.Studentsdemonstrate understandingofdesignelementsandprinciplesanduseappropriatetechnicallanguage. Studentsunderstandandlogicallysequencemajorstagesofproduction,andcalculateandlistmaterials/ingredientsand quantitiesneededforproduction.Theyrecordandcommunicatetheirideasusingavarietyofmediathatincludes informationandcommunicationstechnologyequipment,techniquesandprocedures. Producing
AtLevel8,studentsworksafely/hygienicallywitharangeoftoolsandequipment,includingsomewhicharecomplex,and managematerials/ingredients,componentsandprocessestoproduceproductsandsystems,takingfullaccountofthe appropriatenessoftheirproperties,characteristicsorexpectedoutputsinmeetingrequirementsofdesignbriefs. Theymakemodificationsduringproduction,providingasoundexplanationforchangesthatdemonstratesreflection, research,responsivenesstofeedback,anduseofevaluationcriteria. Analysingandevaluating
AtLevel8,studentsselectappropriateequipmentandtechniquestosafelytestandevaluatetheperformanceoftheir products/systems.Theysuggestmodificationstoimprovetheirproducts/systemsinlightofevaluationoftheir performance,functionandappearance.Theyrecommendimprovementstotheperformance,functionandappearanceof othersproduct/systems.Theydescribeandanalysethesocialandenvironmentalimpactsoftheirownandothers designs,productsandtechnologicalsystems.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinDesign,CreativityandTechnology,theyspecialisein aspecificareaofdesignandtechnology.Specialisationscouldfocusonspecificmaterialsareas(suchaswood,metal, plastics,food,ceramicsortextiles)ortechnologicalsystems(suchascomputercontrolledsystems,electronicsor mechanismsorcombinationsofthese),orparticulardesign/technologyareas(suchashomeeconomics,fashion, robotics,furniture,agricultureandhorticulture). Theycontinuetoposeanddefinedesignproblemsbyworkingwithavarietyofdesignbriefswithinvariouscontexts includingthosethathavetransferabilityintotheworkplaceandbroadercommunity. Studentsdevelopdesignbriefswithinopenendeddesignguidelines.Referringtothedesignbrief,theyconsiderand investigateaspectsoffunctionandaesthetics.Studentsbecomediscerninganddiscriminatingthinkers,abletoaddress controversial,complexandethicaldesignandtechnologyissuesanddilemmas,suchastradeoffsintheselectionand useofmaterials.Theyfurtherdevelopthecapacitytomodel,assembleanddisassembleproductsandsystems,and communicatetheirideasverbally,andwithtwodimensionaldrawingandthreedimensionalmodelling,including computeraideddesign(CAD). Students,individuallyandinteams,investigatesystematicandcreativeandcriticalthinkingapproachesforgenerating innovativetechnologicalproducts(forexample,educationalgames,toysorequipmentforalocalkindergarten,orasolar modelcar),includingtimeandresourcemanagement.Theyexploreandassessthepast,andpotentialfuture, consequencesoftechnologyonsociety,cultureandtheenvironment. Usingannotations(includingtheuseofappropriatetechnicallanguage)andthroughdiscussion,studentsexplainand justifydesignfeatures,characteristicsandpropertiesofselectedmaterials/ingredients,systemscomponentsandtheir interrelationships,performance,energyrequirementsandproductiontechniquesinrelationtothedesignbrief.Students atthislevelareopentotheiterativenatureofthedesignprocessandtheimportanceofcontinuousreflectionwhen addressingdesignandtechnologysituationsandproblems.Theydevelopanincreasingrangeofinvestigation(including testing),questioningandcheckingtechniqueswheninvestigating,designing,planningandevaluatingproductsand systems. Studentssafelyandefficientlyconstructproducts,modelsorprototypestospecificationsandstandards.Theymake decisionsaboutsafetyprecautionsandwearpersonalprotectiveclothingandequipmentwhennecessary.Students furtherdevelopskillsinusingarangeoftechniques,equipment,tools,someofwhicharecomplexforexample,the lathe,computeraidedmillingmachine,andvacuumformer.Theyalsodevelopskillsinusingsuitable materials/ingredientsand/orsystemscomponents(orcombinesimplesubsystemstoproducemorecomplexsystems) tospecifiedlevelsofaccuracyandprecision,andwithconsiderationtoriskassessmentprocesses.Theyare encouragedtomakeadjustmentstotoolsandequipmentandcarryoutbasicmaintenance.Theylearntousetimeand resourceseconomicallyandtrytominimisewaste. Studentsareencouragedtodocumenttheirdesign,productionandevaluationactivitiesinanelectronicormanually producedportfolio.Theyparticipateinandleaddiscussionsonevaluatingtheirownandotherpeople'sthinkingin relationtocreativeandinnovativeproducts.Throughcreativeprocesses,reflectionandevaluation,theyexamineand acknowledgearangeofperspectives,andconsiderthevalueofdiverseopinionsaboutdesignandtechnology.
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Studentsdevelopappropriateevaluationcriteriaandusethemtoassessdesignideas,choiceofmaterials/ingredients and/orsystemscomponents,productiontechniquesand/orperformanceofasystem.Theylearntoanalyseandevaluate anewmaterialorprocessanddiscussinnovationandemergingtechnologiesinprimaryindustryorthemanufacturing industry.
Standards
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Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinDesign,CreativityandTechnology,theyspecialisein aspecificareaofdesignandtechnology.Specialisationscouldfocusonspecificmaterialsareas(suchaswood,metal, plastics,food,ceramicsortextiles)ortechnologicalsystems(suchascomputercontrolledsystems,electronicsor mechanismsorcombinationsofthese),orparticulardesign/technologyareas(suchashomeeconomics,fashion, robotics,furniture,agricultureandhorticulture). Theycontinuetoposeanddefinedesignproblemsbyworkingwithavarietyofdesignbriefswithinvariouscontexts includingthosethathavetransferabilityintotheworkplaceandbroadercommunity. Studentsdevelopdesignbriefswithinopenendeddesignguidelines.Referringtothedesignbrief,theyconsiderand investigateaspectsoffunctionandaesthetics.Studentsbecomediscerninganddiscriminatingthinkers,abletoaddress controversial,complexandethicaldesignandtechnologyissuesanddilemmas,suchastradeoffsintheselectionand useofmaterials.Theyfurtherdevelopthecapacitytomodel,assembleanddisassembleproductsandsystems,and communicatetheirideasverbally,andwithtwodimensionaldrawingandthreedimensionalmodelling,including computeraideddesign(CAD). Students,individuallyandinteams,investigatesystematicandcreativeandcriticalthinkingapproachesforgenerating innovativetechnologicalproducts(forexample,educationalgames,toysorequipmentforalocalkindergarten,orasolar modelcar),includingtimeandresourcemanagement.Theyexploreandassessthepast,andpotentialfuture, consequencesoftechnologyonsociety,cultureandtheenvironment. Usingannotations(includingtheuseofappropriatetechnicallanguage)andthroughdiscussion,studentsexplainand justifydesignfeatures,characteristicsandpropertiesofselectedmaterials/ingredients,systemscomponentsandtheir interrelationships,performance,energyrequirementsandproductiontechniquesinrelationtothedesignbrief.Students atthislevelareopentotheiterativenatureofthedesignprocessandtheimportanceofcontinuousreflectionwhen addressingdesignandtechnologysituationsandproblems.Theydevelopanincreasingrangeofinvestigation(including testing),questioningandcheckingtechniqueswheninvestigating,designing,planningandevaluatingproductsand systems. Studentssafelyandefficientlyconstructproducts,modelsorprototypestospecificationsandstandards.Theymake decisionsaboutsafetyprecautionsandwearpersonalprotectiveclothingandequipmentwhennecessary.Students furtherdevelopskillsinusingarangeoftechniques,equipment,tools,someofwhicharecomplexforexample,the lathe,computeraidedmillingmachine,andvacuumformer.Theyalsodevelopskillsinusingsuitable materials/ingredientsand/orsystemscomponents(orcombinesimplesubsystemstoproducemorecomplexsystems) tospecifiedlevelsofaccuracyandprecision,andwithconsiderationtoriskassessmentprocesses.Theyare encouragedtomakeadjustmentstotoolsandequipmentandcarryoutbasicmaintenance.Theylearntousetimeand resourceseconomicallyandtrytominimisewaste. Studentsareencouragedtodocumenttheirdesign,productionandevaluationactivitiesinanelectronicormanually producedportfolio.Theyparticipateinandleaddiscussionsonevaluatingtheirownandotherpeople'sthinkingin relationtocreativeandinnovativeproducts.Throughcreativeprocesses,reflectionandevaluation,theyexamineand acknowledgearangeofperspectives,andconsiderthevalueofdiverseopinionsaboutdesignandtechnology.
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Studentsdevelopappropriateevaluationcriteriaandusethemtoassessdesignideas,choiceofmaterials/ingredients and/orsystemscomponents,productiontechniquesand/orperformanceofasystem.Theylearntoanalyseandevaluate anewmaterialorprocessanddiscussinnovationandemergingtechnologiesinprimaryindustryorthemanufacturing industry.
Standards
AtLevel10,studentsidentifyconsiderationsandconstraintswithinadesignbrief.Theyundertakeresearchrelevanttothe designbrief.Theylocateanduserelevantinformationtohelptheirdesignthinkingandidentifytheneedsofavarietyof client/usergroups.Whendesigning,theygeneratearangeofalternativepossibilities,useappropriatetechnical language,andjustifytheirpreferredoption,explaininghowitprovidesasolutiontotheproblem,needoropportunity.They makecriticaldecisionsonmaterials/ingredients,systemscomponentsandtechniquesbasedontheirunderstandingof thepropertiesandcharacteristicsofmaterials/ingredientsand/oroftherelationshipbetweeninputs,processesand outputs.Theyeffectivelyuseinformationandcommunicationstechnologyequipment,techniquesandproceduresto supportthedevelopmentoftheirdesignandplanning.Studentstakeaccountoffunctionandperformance,energy requirements,aesthetics,costs,andethicalandlegalconsiderationsthataddresstherequirementsofdesignbriefs. Theyidentifyarangeofcriteriaforevaluatingtheirproductsand/ortechnologicalsystems.Studentsplanarealisticand logicalsequenceoftheproductionstages,incorporatingtime,costandresourcesneededforproduction. Producing
AtLevel10,studentsimplementarangeofproductionprocessesaccurately,consistently,safely/hygienicallyand responsibly,andselectandusepersonalprotectiveclothingandequipmentwhennecessary.Theyproduce products/systemsusingcomplextools,equipment,machines,materials/ingredientsand/orsystemscomponentswith precision.Theyclearlyexplaindecisionsaboutthesuitabilityofmaterials/ingredients,systemscomponents,energy requirementsandproductiontechniquesbasedontheirunderstandingofthepropertiesandcharacteristicsof materials/ingredients,andtheinputs,processesandoutputsofsystems. Inresponsetochangingcircumstances,theyadapttheirmethodsofproductionandprovideasoundexplanationfor deviationfromthedesignproposal.Theymakeproducts/systemsthatmeetthequality,aesthetic,functionalityand performancerequirementsoutlinedinthedesignbrief. Analysingandevaluating
AtLevel10,studentsuseevaluationcriteriatheyhavepreviouslydeveloped,andcriticallyanalyseprocesses, materials/ingredients,systemscomponentsandequipmentused,andmakeappropriatesuggestionsforchangesto thesethatwouldleadtoanimprovedoutcome.Theyusearangeofsuitablesafetestingmethodsinthisanalysis.They relatetheirfindingstothepurposeforwhichtheproductand/orsystemwasdesignedandtheappropriateandethical useofresources. Theysynthesisedata,analysetrendsanddrawconclusionsaboutthesocial,cultural,legalandenvironmentalimpactsof theirownandothersdesignsandtheproducts/systems,andevaluateinnovativenewtechnologyinthemanufacturing industry.
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English
TableofContents Overview RationaleandAims Contentstructure EnglishacrossFoundationtoLevel10 Achievementstandards Diversityoflearners Crosscurriculumpriorities CurriculumF10 FoundationLevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 7 8 9 10 12 12 19 27 35 42 49 56 63 70 77 85
English
Rationale
ThestudyofEnglishiscentraltothelearninganddevelopmentofallyoungAustralians.Ithelpscreateconfident communicators,imaginativethinkersandinformedcitizens.ItisthroughthestudyofEnglishthatindividualslearntoanalyse, understand,communicatewithandbuildrelationshipswithothersandwiththeworldaroundthem.ThestudyofEnglish helpsyoungpeopledeveloptheknowledgeandskillsneededforeducation,trainingandtheworkplace.Ithelpsthem becomeethical,thoughtful,informedandactivemembersofsociety.InthislightitisclearthattheAustralianCurriculum: Englishplaysanimportantpartindevelopingtheunderstanding,attitudesandcapabilitiesofthosewhowilltake responsibilityforAustraliasfuture. AlthoughAustraliaisalinguisticallyandculturallydiversecountry,participationinmanyaspectsofAustralianlifedependson effectivecommunicationinStandardAustralianEnglish.Inaddition,proficiencyinEnglishisinvaluableglobally.The AustralianCurriculum:Englishcontributesbothtonationbuildingandtointernationalisation. TheAustralianCurriculum:Englishalsohelpsstudentstoengageimaginativelyandcriticallywithliteraturetoexpandthe scopeoftheirexperience.AboriginalandTorresStraitIslanderpeopleshavecontributedtoAustraliansocietyandtoits contemporaryliteratureanditsliteraryheritagethroughtheirdistinctivewaysofrepresentingandcommunicatingknowledge, traditionsandexperience.TheAustralianCurriculum:Englishvalues,respectsandexploresthiscontribution.Italso emphasisesAustraliaslinkstoAsia.
Aims
TheAustralianCurriculum:Englishaimstoensurethatstudents:
l
learntolistento,read,view,speak,write,createandreflectonincreasinglycomplexandsophisticatedspoken,written andmultimodaltextsacrossagrowingrangeofcontextswithaccuracy,fluencyandpurpose appreciate,enjoyandusetheEnglishlanguageinallitsvariationsanddevelopasenseofitsrichnessandpowerto evokefeelings,conveyinformation,formideas,facilitateinteractionwithothers,entertain,persuadeandargue understandhowStandardAustralianEnglishworksinitsspokenandwrittenformsandincombinationwithnon linguisticformsofcommunicationtocreatemeaning developinterestandskillsininquiringintotheaestheticaspectsoftexts,anddevelopaninformedappreciationof literature.
ContentStructure
TheAustralianCurriculum:EnglishFoundationtoLevel10isorganisedintothreeinterrelatedstrandsthatsupportstudents' growingunderstandinganduseofStandardAustralianEnglish(English).Togetherthethreestrandsfocusondeveloping studentsknowledge,understandingandskillsinlistening,reading,viewing,speakingandwriting.Thethreestrandsare:
l l l
Language:knowingabouttheEnglishlanguage Literature:understanding,appreciating,respondingto,analysingandcreatingliterature Literacy:expandingtherepertoireofEnglishusage.
Strandsandsubstrands
Contentdescriptionsineachstrandaregroupedintosubstrandsthat,acrossthelevels,presentasequenceof developmentofknowledge,understandingandskills.Thesubstrandsare:
Language
Literature
Literacy
English
Languagevariationandchange Languageforinteraction Textstructureandorganisation Expressinganddevelopingideas Soundandletterknowledge Literatureandcontext Respondingtoliterature Examiningliterature Creatingliterature Textsincontext Interactingwithothers Interpreting,analysingandevaluating Creatingtexts
Texts
Textsprovidethemeansforcommunication.Theycanbewritten,spokenormultimodal,andinprintordigital/onlineforms. Multimodaltextscombinelanguagewithothermeansofcommunicationsuchasvisualimages,soundtrackorspokenword, asinfilmorcomputerpresentationmedia.Textsprovideimportantopportunitiesforlearningaboutaspectsofhuman experienceandaboutaestheticvalue.Manyofthetasksthatstudentsundertakeinandoutofschoolinvolveunderstanding andproducingimaginative,informativeandpersuasivetexts,mediatexts,everydaytextsandworkplacetexts. Thetermliteraturereferstopastandpresenttextsacrossarangeofculturalcontextsthatarevaluedfortheirformandstyle andarerecognisedashavingenduringorartisticvalue.Whilethenatureofwhatconstitutesliterarytextsisdynamicand evolving,theyareseenashavingpersonal,social,culturalandaestheticvalueandpotentialforenrichingstudentsscopeof experience.Literatureincludesabroadrangeofformssuchasnovels,poetry,shortstoriesandplaysfictionforyoungadults andchildren,multimodaltextssuchasfilm,andavarietyofnonfiction.Literarytextsalsoincludeexcerptsfromlongertexts. Thisenablesarangeofliterarytextstobeincludedwithinanyonelevelforclosestudyorcomparativepurposes. Englisheducatorsusemanywaysofcategorisingtexts.ThedescriptionsoftextsusedintheAustralianCurriculum:English arebasedonpracticalaswellasconceptualconsiderations.Thespecificdesignationofastrandlabelledliteratureis aimedatencouragingteachersworkingatalllevelsnotonlytousetextsconventionallyunderstoodasliterary,butalsoto engagestudentsinexamining,evaluatinganddiscussingtextsinincreasinglysophisticatedandinformedliteraryways. Theusefulnessofdistinctionsamongtypesoftextsrelateslargelytohowclearlyateachlevelthesedistinctionscanguide theselectionofmaterialsforstudentstolistento,read,view,writeandcreate,andthekindsofpurposefulactivitiesthatcan beorganisedaroundthesematerials.
Thelanguagemodes
Theprocessesoflistening,speaking,reading,viewingandwriting,alsoknownaslanguagemodes,areinterrelatedandthe learningofoneoftensupportsandextendslearningoftheothers.Toacknowledgetheseinterrelationships,content descriptionsineachstrandoftheAustralianCurriculum:Englishincorporatetheprocessesoflistening,speaking,reading, viewingandwritinginanintegratedandinterdependentway. Classroomcontextsthataddressparticularcontentdescriptionswillnecessarilydrawfrommorethanoneofthese processesinordertosupportstudentseffectivelearning.Forexample,studentswilllearnnewvocabularythroughlistening andreadingandapplytheirknowledgeandunderstandingintheirspeakingandwritingaswellasintheircomprehensionof bothspokenandwrittentexts.
English
Contentdescriptionscanalsobeviewedbytheseprocessesorlanguagemodes.Inthisaspect,eachcontentdescription hasbeenplacedinthemodeinwhichamajorfocusofitslearningoccurs.Contentdescriptionscanbefilteredtoidentifyall relevantprocessesorlanguagemodes.
Leveldescriptions
Leveldescriptionshavethreefunctions.First,theyemphasisetheinterrelatednatureofthethreestrandsandtheexpectation thatplanninganEnglishprogramwillinvolveintegrationofcontentfromthestrands.Second,theyprovideinformationabout thelearningcontextsthatareappropriateateachlevelforlearningacrosstheLanguage,LiteratureandLiteracystrands. Third,theyprovideanoverviewoftherangeoftextstobestudiedandanindicationoftheircomplexityandkeyfeatures.They alsodescribedifferencesinthetextsthatstudentscreate.Intheearlylevels,developmentinreadingandwritingisrapidand cleardistinctionsintextcomplexitycanbemadesodescriptionsarewrittenforeachlevelatFoundation,1and2.InLevels 310,thetwoleveldescriptionprovidesforgreaterflexibility.
Contentdescriptions
TheAustralianCurriculum:Englishincludescontentdescriptionsateachlevel.Thesedescribetheknowledge, understanding,skillsandprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn,butdonot prescribeapproachestoteaching.LearninginEnglishisrecursiveandcumulative,andbuildsonconcepts,skillsand processesdevelopedinearlierlevels.Nevertheless,thecontentdescriptionshavebeenwrittentoensurethatlearningis appropriatelyorderedandthatunnecessaryrepetitionisavoided.However,aconceptorskillintroducedatonelevelmaybe revisited,strengthenedandextendedatlaterlevelsasneeded.
Contentelaborations
ContentelaborationsareprovidedforFoundationtoLevel10toillustrateandexemplifycontentandassistteachersin developingacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpoints thatallstudentsneedtobetaught.
Glossary
Aglossaryisprovidedtosupportacommonunderstandingofkeytermsinthecontentdescriptions.
Language:knowingabouttheEnglishlanguage
IntheLanguagestrand,studentsdeveloptheirknowledgeoftheEnglishlanguageandhowitworks.Theylearnthat changesinEnglisharerelatedtohistoricaldevelopmentsandthegeographicaldifferencesofitsusersoverthecenturies, andthattherearemanydifferencesindialectandaccent.Theylearnhowlanguageenablespeopletointeracteffectively,to buildandmaintainrelationshipsandtoexpressandexchangeknowledge,skills,attitudes,feelingsandopinions.They discoverthepatternsandpurposesofEnglishusage,includingspelling,grammarandpunctuationatthelevelsoftheword, sentenceandextendedtext,andtheystudytheconnectionsbetweentheselevels.Bydevelopingabodyofknowledgeabout thesepatternsandtheirconnections,studentslearntocommunicateeffectivelythroughcoherent,wellstructuredsentences andtexts.Theygainaconsistentwayofunderstandingandtalkingaboutlanguage,languageinuseandlanguagea s system,sotheycanreflectontheirownspeakingandwritinganddiscusstheseproductivelywithothers.
Language
Languagevariationandchange:Studentslearnthatlanguagesanddialectsareconstantlyevolvingduetohistorical,social andculturalchanges,demographicmovementsandtechnologicalinnovations.Theycometounderstandthatthesefactors, alongwithnewvirtualcommunitiesandenvironments,continuetoaffectthenatureandspreadofEnglish.
English
Languageforinteraction:Studentslearnthatthelanguageusedbyindividualsvariesaccordingtotheirsocialsettingand therelationshipsbetweentheparticipants.Theylearnthataccentsandstylesofspeechandidiomarepartofthecreation andexpressionofpersonalandsocialidentities. Textstructureandorganisation:Studentslearnhowtextsarestructuredtoachieveparticularpurposeshowlanguageis usedtocreatetextsthatarecohesiveandcoherenthowtextsaboutmorespecialisedtopicscontainmorecomplex languagepatternsandfeaturesandhowtheauthorguidesthereader/viewerthroughthetextthrougheffectiveuseof resourcesatthelevelofthewholetext,theparagraphandthesentence. Expressinganddevelopingideas:Studentslearnhow,inatext,effectiveauthorscontrolanduseanincreasingly differentiatedrangeofclausestructures,wordsandwordgroups,aswellascombinationsofsound,image,movement, verbalelementsandlayout.Theylearnthattheconventions,patternsandgeneralisationsthatrelatetoEnglishspelling involvetheoriginsofwords,wordendings,GreekandLatinroots,basewordsandaffixes. Soundandletterknowledge:StudentsdevelopknowledgeaboutthesoundsofEnglishandlearntoidentifythesoundsin spokenwords.Theylearnthelettersofthealphabetandhowtorepresentspokenwordsbyusingcombinationsofthese letters.
Language
TheLanguagestrandisbasedonconceptsdrawnlargelyfromhistoricalandlinguisticaccountsoftheEnglishlanguage. Theseapproachesdrawattentiontothewaysinwhichlanguageschange,andtothedistinctionbetweenlanguageinuse andlanguagea ssystem.Theseapproachesalsoacknowledgethatstudentsabilitytousegrammarwillexceedtheirability toexplicitlyreflectongrammar.Youngchildren,forexample,willusecomplexsentencesbeforetheycanexplainhowthese arestructured.Theseapproaches,indescribinglanguage,alsopayattentiontoboththestructure(syntax)andmeaning (semantics)attheleveloftheword,thesentenceandthetext.TheAustralianCurriculum:Englishusesstandard grammaticalterminologywithinacontextualframework,inwhichlanguagechoicesareseentovaryaccordingtothetopicsat hand,thenatureandproximityoftherelationshipsbetweenthelanguageusers,andthemodalitiesorchannelsof communicationavailable.ThisstrandinformstheplanningandconductofteachingandlearningactivitiesinEnglishand providesresourcesthatconnecttokeyconceptsandskillsintheotherstrands.
Literature:understanding,appreciating,respondingto,analysingand creatingliterature
TheLiteraturestrandaimstoengagestudentsinthestudyofliterarytextsofpersonal,cultural,socialandaestheticvalue. Thesetextsincludesomethatarerecognisedashavingenduringsocialandartisticvalueandsomethatattract contemporaryattention.Textsarechosenbecausetheyarejudgedtohavepotentialforenrichingthelivesofstudents, expandingthescopeoftheirexperience,andbecausetheyrepresenteffectiveandinterestingfeaturesofformandstyle. Learningtoappreciateliterarytextsandtocreatetheirownliterarytextsenrichesstudentsunderstandingofhuman experiencesandthecapacityforlanguagetodeepenthoseexperiences.Itbuildsstudentsknowledgeabouthowlanguage canbeusedforaestheticends,tocreateparticularemotional,intellectualorphilosophicaleffects.Studentsinterpret, appreciate,evaluateandcreateliterarytextssuchasshortstories,novels,poetry,prose,plays,filmandmultimodaltexts,in spoken,printanddigital/onlineforms.Textsrecognisedashavingenduringartisticandculturalvaluearedrawnfromworld andAustralianliterature.TheseincludetheoralnarrativetraditionsofAboriginalandTorresStraitIslanderpeoples,texts fromAsia,textsfromAustraliasimmigrantculturesandtextsofthestudentschoice.
Literature
English
Literatureandcontext:Studentslearnhowideasandviewpointsaboutevents,issuesandcharactersthatareexpressedby authorsintextsaredrawnfromandshapedbydifferenthistorical,socialandculturalcontexts. Respondingtoliterature:Studentslearntoidentifypersonalideas,experiencesandopinionsaboutliterarytextsand discussthemwithothers.Theylearnhowtorecogniseareasofagreementanddifference,andhowtodevelopandrefine theirinterpretationsthroughdiscussionandargument. Examiningliterature:Studentslearnhowtoexplainandanalysethewaysinwhichstories,characters,settingsand experiencesarereflectedinparticularliterarygenres,andhowtodiscusstheappealofthesegenres.Theylearnhowto compareandappraisethewaysauthorsuselanguageandliterarytechniquesanddevicestoinfluencereaders.Theyalso learntounderstand,interpret,discussandevaluatehowcertainstylisticchoicescancreatemultiplelayersofinterpretation andeffect. Creatingliterature:Studentslearnhowtousepersonalknowledgeandliterarytextsasstartingpointstocreateimaginative writingindifferentformsandgenresandforparticularaudiences.Usingprint,digitalandonlinemedia,studentsdevelop skillsthatallowthemtoconveymeaning,addresssignificantissuesandheightenengagementandimpact.
Literature
Therearemanyapproachestothestudyofliterature.IntheAustralianCurriculum:Englishthesourcesdrawnonmost substantiallyinclude:
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culturalstudies,withemphasisonthedifferentwaysinwhichliteratureissignificantineverydaylife structuralism,withitsemphasisoncloseanalysisofliteraryworksandthekeyideasonwhichtheyarebasedfor example,thedetailedstylisticstudyofdifferingstylesofliterarywork comparativism,withitsemphasisoncomparisonsofworksofliteraturefromdifferentlanguage,ethnicandcultural backgrounds historicism,withitsemphasisonexploringtherelationshipsbetweenhistorical,culturalandliterarytraditions.
TheLiteraturestrandalsogivesstudentstheopportunitytostudytheprocessesbywhichcertainliteraryworksbecome prizedandperennial,thevaluingprocessitself,andwhyitisthatmostcultureshaveworkstheycherish.Theapproachto learninginthisstrandisnottopresentstudentswithanEnglishliterarycanonthatisastaticentity,butrathertoinvitetheir curiosityabout,anddevelopanincreasinglyspecialisedinquiryinto,thehistorical,culturalandaestheticprocessesbywhich workscometoberegardedasvaluedandcherished.
Literacy:expandingtherepertoireofEnglishusage
TheLiteracystrandaimstodevelopstudentsabilitytointerpretandcreatetextswithappropriateness,accuracy,confidence, fluencyandefficacyforlearninginandoutofschool,andforparticipatinginAustralianlifemoregenerally.Textschosen includemediatexts,everydaytextsandworkplacetextsfromincreasinglycomplexandunfamiliarsettings,rangingfromthe everydaylanguageofpersonalexperiencetomoreabstract,specialisedandtechnicallanguage,includingthelanguageof schoolingandacademicstudy.Studentslearntoadaptlanguagetomeetthedemandsofmoregeneralormorespecialised purposes,audiencesandcontexts.Theylearnaboutthedifferentwaysinwhichknowledgeandopinionarerepresentedand developedintexts,andabouthowmoreorlessabstractionandcomplexitycanbeshownthroughlanguageandthrough multimodalrepresentations.Thismeansthatprintanddigitalcontextsareincluded,andthatlistening,viewing,reading, speaking,writingandcreatingarealldevelopedsystematicallyandconcurrently.
Literacy
English
Textsincontext:Studentslearnthattextsfromdifferentculturesorhistoricalperiodsmayrevealdifferentpatternsinhow theygoaboutnarrating,informingandpersuading. Interactingwithothers:Studentslearnhowindividualsandgroupsuselanguagepatternstoexpressideasandkey conceptstodevelopanddefendarguments.Theylearnhowtopromoteapointofviewbydesigning,rehearsingand deliveringspokenandwrittenpresentationsandbyappropriatelyselectingandsequencinglinguisticandmultimodal elements. Interpreting,analysing,evaluating:Studentslearntocomprehendwhattheyreadandviewbyapplyinggrowingcontextual, semantic,grammaticalandphonicknowledge.Theydevelopmoresophisticatedprocessesforinterpreting,analysing, evaluatingandcritiquingideas,informationandissuesfromavarietyofsources.Theyexplorethewaysconventionsand structuresareusedinwritten,digital,multimediaandcinematictextstoentertain,informandpersuadeaudiences,andthey usetheirgrowingknowledgeoftextualfeaturestoexplainhowtextsmakeanimpactondifferentaudiences. Creatingtexts:Studentsapplyknowledgetheyhavedevelopedinotherstrandsandsubstrandstocreatewithclarity, authorityandnoveltyarangeofspoken,writtenandmultimodaltextsthatentertain,informandpersuadeaudiences.Theydo sobystrategicallyselectingkeyaspectsofatopicaswellaslanguage,visualandaudiofeatures.Theylearnhowtoeditfor enhancedmeaningandeffectbyrefiningideas,reorderingsentences,addingorsubstitutingwordsforclarity,andremoving repetition.Theydevelopandconsolidateahandwritingstylethatislegible,fluentandautomatic,andthatsupportssustained writing.Theylearntousearangeofsoftwareprogramsincludingwordprocessingsoftware,selectingpurposefullyfroma rangeoffunctionstocommunicateandcreateclear,effective,informativeandinnovativetexts.
Literacy
TheLiteracystrandtakesaccountofapproachestoliteracylearningthatarebasedonthedevelopmentofskills,socialand psychologicalgrowth,andcriticalandculturalanalysis.Theseapproachesholdthatthetechnical,intellectualandcultural resourcesrelatedtocompetenceinliteracyhavedevelopedtoservethebigandsmallpractical,everydaycommunication purposesassociatedwithlivingandparticipatinginsocietiessuchascontemporaryAustralia.Thesetechnical,intellectual andculturalresourcesinclude:
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fluencyinthesoundlettercorrespondencesofEnglish anexpandingreading,writingandspeakingvocabularyandagraspofgrammaticalandtextualpatternssufficientto understandandlearnfromtextsencounteredinandoutofschool,andtocreateeffectiveandinnovativetexts fluencyandinnovationinreading,viewingandcreatingtextsindifferentsettings theskillanddispositionneededtoanalyseandunderstandthephilosophical,moral,politicalandaestheticbaseson whichmanytextsarebuilt aninterestinexpandingtherangeofmaterialslistenedto,viewedandread,andinexperimentingwithinnovativeways ofexpressingincreasinglysubtleandcomplexideasthroughtexts.
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Relationshipsbetweenthestrands
EachstrandcontributestothestudyofEnglishitsowndistinctivegoals,bodyofknowledge,historyofideasandinterests, andeachrelatestomaterialworthstudyinginitsownright.Teaching,learningandassessmentprogramsshouldbalance andintegratethethreestrandsinordertosupportthedevelopmentofknowledge,understandingandskills.Thekeyfocal pointforaunitofworkoralearningactivitymayarisefromanyoneofthestrands,buttheintentionisthatunitsandactivities drawonallthreestrandsinwaysthatareintegratedandcleartolearners.
EnglishacrossFoundationtoLevel10
English
Althoughthecurriculumisdescribedbylevel,thisdocumentprovidesadvicebylevelandage,onthenatureoflearnersand therelevantcurriculum:
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FoundationtoLevel2:typicallystudentsfrom5to8yearsofage Levels3to6:typicallystudentsfrom8to12yearsofage Levels7to10:typicallystudentsfrom12to16yearsofage.
FoundationtoLevel2
Studentsbringwiththemtoschoolawiderangeofexperienceswithlanguageandtexts.Theseexperiencesareincludedin thecurriculumasvalidwaysofcommunicatingandasrichresourcesforfurtherlearningaboutlanguage,literatureand literacy.FromFoundationtoLevel2,studentsengagewithpurposefullistening,reading,viewing,speakingandwriting activitiesfordifferentpurposesandcontexts. Thecurriculumintheselevelsaimstoextendtheabilitiesofstudentspriortoschoollearningandtoprovidethefoundation neededforcontinuedlearning.ThestudyofEnglishfromFoundationtoLevel2developsstudentsskillsanddispositionto expandtheirknowledgeoflanguageaswellasstrategiestoassistthatgrowth.Itaimstodothisthroughpleasurableand variedexperiencesofliteratureandthroughthebeginningsofarepertoireofactivitiesinvolvinglistening,viewing,reading, speakingandwriting.
Levels3to6
Studentspractise,consolidateandextendwhattheyhavelearned.Theydevelopanincreasinglysophisticatedunderstanding ofgrammarandlanguage,andareincreasinglyabletoarticulatethisknowledge.Gradually,morecomplexpunctuation, clauseandsentencestructures,andtextualpurposesandpatternsareintroduced.Thisdeeperunderstandingincludes moreexplicitmetalanguage,asstudentslearntoclassifywords,sentencestructuresandtexts.Toconsolidatebothlearning toreadandwriteandreadingandwritingtolearn,studentsexplorethelanguageofdifferenttypesoftexts,includingvisual texts,advertising,digital/onlineandmediatexts.
Levels7to10
Studentscontinuetopractise,consolidateandextendwhattheyhavelearnedfrompreviouslevels.Theyalsoextendtheir understandingofhowlanguageworks,andlearntotransferthisknowledgetodifferentcontexts.Toachievethis,students developanunderstandingoftherequirementsofdifferenttypesoftextstheyareintroducedtoincreasinglysophisticated analysesofvariouskindsofliterary,popularculture,andeverydaytexts,andtheyaregivenopportunitiestoengagewiththe technicalaspectsoftexts,includingthoseoftheirownchoosingandtoexplainwhytheymadethatchoice. Thenotionofvaluingcertaintextsasliteratureisintroduced.Studentslearnhowsuchtextscanbediscussedandanalysed inrelationtothemes,ideasandhistoricalandculturalcontexts. Studentsengagewithavarietyofgenresandmodes.Theyreenact,representanddescribetextsinordertodisplaytheir understandingofnarrative,theme,purpose,contextandargumentandtodefendtheirideasinwrittenandoralmodes. Studentsaregivenfurtheropportunitiestocreateincreasinglysophisticatedandmultimodaltextsingroupsandindividually. TheAusVELSEnglishScopeandSequencechartisavailablefromtheVCAAwebsite.
Achievementstandards
English
AcrossFoundationtoLevel10,achievementstandardsindicatethequalityoflearningstudentsshouldtypicallydemonstrate byaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentworksamples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstandingandthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoLevel10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard.Together,thedescriptionofthe achievementstandardandtheaccompanyingsetofannotatedworksampleshelpteacherstomakejudgmentsabout whetherstudentshaveachievedthestandard.
DiversityofLearners
TheAustralianCurriculumhasbeendevelopedtoensurethatcurriculumcontentandachievementstandardsestablishhigh expectationsforallstudents.Everystudentisentitledtoenrichinglearningexperiencesacrossallareasofthecurriculum. StudentsinAustralianclassroomshavemultiple,diverseandchangingneedsthatareshapedbyindividuallearning historiesandabilitiesaswellasculturallanguagebackgroundsandsocioeconomicfactors.
Specialeducationneeds
TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith specialeducationneeds. Moststudentswithspecialeducationneedscanengagewiththecurriculumprovidedthenecessaryadjustmentsaremade tothecomplexityofthecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsand understanding. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontent,focusing instructiononcontentdifferenttothattaughttoothersintheiragegroup.Itfollowsthatadjustmentswillalsoneedtobemade tohowthestudentsprogressismonitored,assessedandreported. Forasmallpercentageofstudents,theFoundationtoLevel10curriculumcontentandachievementstandardsmaynotbe appropriatenormeaningful,evenwithadjustments.Mostofthesestudentshaveasignificantintellectualdisability.ACARA willdevelopadditionalcurriculumcontentandachievementstandardsforthisgroupofstudentsinordertoprovidean AustralianCurriculumthatisinclusiveofeverylearner. Intheinterim,adviceabouthowtousethecurriculumwithstudentswithspecialeducationneedsisavailablehereand fromtheDEECD.
English
SchoolscanalsocontinuetousetheVELSStudentswithDisabilitiesGuidelines(PDF615KB).Thesewillbe updatedduring2013.
Englishasanadditionallanguageordialect
ManystudentsinAustralianschoolsarelearnersofEnglishasanadditionallanguageordialect(EAL/D).LearnersofEAL/D arestudentswhosefirstlanguageisalanguageotherthanStandardAustralianEnglishandwhorequireadditionalsupport toassistthemtodevelopEnglishlanguageproficiency.WhilemanyEAL/Dlearnersdowellinschool,asignificantgroupof theselearnersleaveschoolwithoutachievingtheirpotential. EAL/Dstudentscomefromdiversebackgroundsandmayinclude:
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overseasandAustralianbornchildrenwhosefirstlanguageisalanguageotherthanEnglish AboriginalandTorresStraitIslanderstudentswhosefirstlanguageisanIndigenouslanguage,includingtraditional languages,creolesandrelatedvarieties,orAboriginalEnglish.
EAL/DlearnersenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Englishareultimatelythesameforallstudents.However,EAL/Dlearnersare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsoftheEnglishcurriculumthroughthat newlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddressestheir languageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency. AnationalEAL/DdocumentisbeingproducedthatwillsupporttheAustralianCurriculum.Itwillprovideadescriptionofhow languageproficiencydevelops,andwillbeavaluablereferenceforallteachers.ItwillallowEnglishteacherstoidentifythe languagelevelsoftheEAL/Dlearnersintheirclassroomsandtoaddresstheirspecificlearningrequirementswhen teaching,ensuringequityofaccesstotheEnglishlearningareaforall. Intheinterim,adviceabouthowtousethecurriculumwithEAL/Dstudentsisavailablehere.
Crosscurriculumpriorities
TherearethreecrosscurriculumprioritiesintheAustralianCurriculum:
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AboriginalandTorresStraitIslanderhistoriesandcultures AsiaandAustraliasengagementwithAsia Sustainability.
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon theirrelevancetoeachofthelearningareas.
AboriginalandTorresStraitIslanderhistoriesandcultures
AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview.
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English
AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:EnglishvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itarticulatesrelevant aspectsofAboriginalandTorresStraitIslanderlanguages,literaturesandliteracies. Allstudentswilldevelopanawarenessandappreciationof,andrespectfortheliteratureofAboriginalandTorresStrait IslanderPeoplesincludingstorytellingtraditions(oralnarrative)aswellascontemporaryliterature.Studentswillbetaughtto developrespectfulcriticalunderstandingsofthesocial,historicalandculturalcontextsassociatedwithdifferentusesof languageandtextualfeatures. StudentswillbetaughtthattherearemanylanguagesanddialectsspokeninAustraliaincludingAboriginalEnglishand Yumplatok(TorresStraitIslanderCreole)andthattheselanguagesmayhavedifferentwritingsystemsandoraltraditions. TheselanguagescanbeusedtoenhanceenquiryandunderstandingofEnglishliteracy.
AsiaandAustralia'sengagementwithAsia
IntheAustralianCurriculum:English,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contextsfordevelopingstudentsabilitiesinlistening,speaking,reading,viewingandwriting. TheAustralianCurriculum:Englishenablesstudentstoexploreandappreciatethediverserangeoftraditionaland contemporarytextsfromandaboutthepeoplesandcountriesofAsia,includingtextswrittenbyAustraliansofAsianheritage. ItenablesstudentstounderstandhowAustraliancultureandtheEnglishlanguagehavebeeninfluencedbythemanyAsian languagesusedinAustralianhomes,classroomsandcommunities. Inthislearningarea,studentsdrawonknowledgeoftheAsiaregion,includingliterature,toinfluenceandenhancetheirown creativepursuits.Theydevelopcommunicationskillsthatreflectculturalawarenessandinterculturalunderstanding.
Sustainability
IntheAustralianCurriculum:English,thepriorityofsustainabilityprovidesrichandengagingcontextsfordeveloping studentsabilitiesinlistening,speaking,reading,viewingandwriting. TheAustralianCurriculum:Englishassistsstudentstodeveloptheskillsnecessarytoinvestigate,analyseand communicateideasandinformationrelatedtosustainability,andtoadvocate,generateandevaluateactionsforsustainable futures.Thecontentinthelanguage,literatureandliteracystrandsiskeytodevelopingandsharingknowledgeaboutsocial, economicandecologicalsystemsandworldviewsthatpromotesocialjustice. Inthislearningarea,studentsmayinterrogatearangeoftextstoshapetheirdecisionmakinginrelationtosustainability. Theydeveloptheunderstandingandskillsnecessarytoactresponsiblyandcreatetextsthatinformandpersuadeothersto takeactionforsustainablefutures.
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English
FoundationLevel
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthethreestrandsfocusondeveloping studentsknowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.Learningin Englishbuildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisit,strengthenand developtheseasneeded. IntheFoundationlevel,studentscommunicatewithpeers,teachers,knownadults,andstudentsfromotherclasses. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,readandviewspoken,writtenandmultimodaltextsin whichtheprimarypurposeistoentertain,aswellassometextsdesignedtoinform.Theseincludetraditionaloraltexts, picturebooks,varioustypesofstories,rhymingverse,poetry,nonfiction,film,multimodaltextsanddramatic performances.Theyparticipateinsharedreading,viewingandstorytellingusingarangeofliterarytexts,andrecognise theentertainingnatureofliterature.
TherangeofliterarytextsforFoundationtoLevel10comprisesAustralianliterature,includingtheoral narrativetraditionsofAboriginalandTorresStraitIslanderpeoples,aswellasthecontemporary literatureofthesetwoculturalgroups,andclassicandcontemporaryworldliterature,includingtextsfrom andaboutAsia.

LiterarytextsthatsupportandextendFoundationstudentsasbeginnerreadersincludepredictabletextsthatrangefrom captionbookstobookswithoneormoresentencesperpage.Thesetextsinvolvestraightforwardsequencesofevents andeverydayhappeningswithrecognisable,realisticorimaginarycharacters.Informativetextspresentasmallamount ofnewcontentaboutfamiliartopicsofinterestasmallrangeoflanguagefeatures,includingsimpleandcompound sentencesmostlyfamiliarvocabulary,knownhighfrequencywordsandsinglesyllablewordsthatcanbedecoded phonically,andillustrationsthatstronglysupporttheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetextsincludingpictorialrepresentations,short statements,performances,recountsandpoetry.
FoundationLevelcontentdescriptions
Readingandviewing Language Understandthattextscantakemanyforms,canbe veryshort(forexampleanexitsign)orquitelong(for exampleaninformationbookorafilm)andthat storiesandinformativetextshavedifferent purposes(ACELA1430)
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Elaborations
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sharingexperiencesofdifferenttextsanddiscussing somedifferences discussingthepurposeoftexts,forexampleThistextwill tellastory,Thistextwillgiveinformation repeatingpartsoftexts,forexamplecharacteristicrefrains, predictingcumulativestorylines,recitingpoeticand rhymingphrases
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English
Recognisethatsentencesarekeyunitsfor expressingideas(ACELA1435)
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learningthatwordorderinsentencesisimportantfor meaning(forexample'Theboysatonthedog','Thedog satontheboy') creatingstudents'ownwrittentextsandreadingaloudto theteacherandothers exploringspoken,writtenandmultimodaltextsand identifyingelements,forexamplewordsandimages talkingabouthowadifferentstoryistoldifwereadonly thewords,oronlythepicturesandthestorythatwords andpicturesmakewhencombined exploringhowthecombinationofprintandimagesintexts createmeaning learningaboutprint:directionofprintandreturnsweep, spacesbetweenwords learningthatStandardAustralianEnglishinwrittentextsis readfromlefttorightandfromtoptobottomofthepage andthatdirectionofprintmaydifferinothercultures,for exampleJapanesetexts learningaboutfrontandbackcoverstitleandauthor, layoutandnavigationofdigital/screentexts learningaboutsimplefunctionsofkeyboardandmouse includingtypingletters,scrolling,selectingiconsanddrop downmenu identifyingfamiliarandrecurringlettersandtheuseof upperandlowercaseinwrittentextsintheclassroomand community usingfamiliarandcommonlettersinhandwrittenand digitalcommunications
Recognisethattextsaremadeupofwordsand groupsofwordsthatmakemeaning(ACELA1434) Explorethedifferentcontributionofwordsand imagestomeaninginstoriesandinformativetexts (ACELA1786)
Understandconceptsaboutprintandscreen, includinghowbooks,filmandsimpledigitaltexts work,andknowsomefeaturesofprint,forexample directionality(ACELA1433)
Recognisethelettersofthealphabetandknow thereareloweranduppercaseletters (ACELA1440)
Literature Recognisesomedifferenttypesofliterarytextsand identifysomecharacteristicfeaturesofliterarytexts, forexamplebeginningsandendingsoftraditional textsandrhymeinpoetry(ACELT1785) Recognisethattextsarecreatedbyauthorswhotell storiesandshareexperiencesthatmaybesimilar ordifferenttostudentsownexperiences (ACELT1575)
Elaborations
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recognisingculturalpatternsofstorytelling,forexample Onceuponatime,Along,longtimeago,Beforethe Dreamtime
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recognisingthattherearestorytellersinallcultures viewingstoriesbyAboriginalandTorresStraitIslander storytellersfromonlinesources comparingexperiencesdepictedinstorieswithstudents own engagingwithtextsthatreflectthesocialandcultural groupstowhichstudentsbelong
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Identifysomefeaturesoftextsincludingeventsand charactersandretelleventsfromatext (ACELT1578)
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identifyingsomefeaturesofculturerelatedtocharacters andeventsinliterarytexts,forexampledress,foodand dailyroutines listening,respondingtoandjoininginwithrhymes, poems,chantsandsongs
Literacy Identifysomefamiliartextsandthecontextsin whichtheyareused(ACELY1645)
Elaborations
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recognisingthemeaningofsymbolsineverydaycontexts, forexampleexitsigns,logos,heartsandflowerson greetingcards talkingaboutwhatisrealandwhatisimaginedintexts identifyingandselectingtextsforinformationpurposesand commentingonhowthetextmighthelpwithatask navigatingatextcorrectly,startingattherightplaceand readingintherightdirection,returningtothenextlineas needed,matchingonespokenwordtoonewrittenword readingaloudwithattemptsatfluencyandintonation attemptingtoworkoutunknownwordsbycombining contextual,semantic,grammaticalandphonicknowledge predictingwhatmighthappenonthebasisofexperienceof thiskindoftextatthesentencelevelpredictingthe meaningonthebasisofsyntaxandwordmeaning talkingaboutthemeaningsintextslistenedto,viewedand read visualisingelementsinatext(forexampledrawingan eventorcharacterfromatextreadaloud) providingasimple,correctlysequencedretellingof narrativetexts relatingoneortwokeyfactsfrominformativetexts findingakeywordinatexttoansweraliteralquestion makinglinksbetweeneventsinatextandstudentsown experiences makinganinferenceaboutacharacter'sfeelings discussingandsequencingeventsinstories drawingeventsinsequence,recognisingthatforsome AboriginalandTorresStraitIslanderstoriesthesequence ofeventsmaybecyclical
Identifysomedifferencesbetweenimaginativeand informativetexts(ACELY1648)
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Readpredictabletexts,practisingphrasingand fluency,andmonitormeaningusingconceptsabout printandemergingcontextual,semantic, grammaticalandphonicknowledge(ACELY1649)
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Usecomprehensionstrategiestounderstandand discusstextslistenedto,viewedorread independently(ACELY1650)
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Writing Language Elaborations
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Understandthatsomelanguageinwrittentextsis unlikeeverydayspokenlanguage(ACELA1431)
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learningthatwrittentextinStandardAustralianEnglishhas conventionsaboutwords,spacesbetweenwords,layout onthepageandconsistentspellingbecauseithasto communicatewhenthespeaker/writerisnotpresent recognisingthemostcommonsoundmadebyeachletter ofthealphabet,includingconsonantsandshortvowel sounds writingconsonantvowelconsonantwordsbywritingletters torepresentthesoundsinthespokenwords knowingthatspokenwordsarewrittendownbylisteningto thesoundsheardinthewordandthenwritinglettersto representthosesounds pointingtothelettersandthepunctuationinatext commentingonpunctuationencounteredintheeveryday texts,forexampleThatstheletterthatstartsmyname, Thenameofmyfamilyandmytownhasacapitalletter
Knowthatspokensoundsandwordscanbewritten downusinglettersofthealphabetandhowtowrite somehighfrequencysightwordsandknownwords (ACELA1758)
Understandthatpunctuationisafeatureofwritten textdifferentfromlettersrecognisehowcapital lettersareusedfornames,andthatcapitalletters andfullstopssignalthebeginningandendof sentences(ACELA1432) Knowhowtouseonsetandrimetospellwords (ACELA1438)
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breakingwordsintoonsetandrime,forexamplec/at buildingwordfamiliesusingonsetandrime,forexample h/ot,g/ot,n/ot,sh/ot,sp/ot
Literature Retellfamiliarliterarytextsthroughperformance, useofillustrationsandimages(ACELT1580)
Elaborations
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drawing,labellingandroleplayingrepresentationsof charactersorevents recitingrhymeswithactions usingdigitaltechnologiestoretelleventsandrecreate charactersfromfavouriteprintandfilmtexts
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Literacy Createshorttextstoexplore,recordandreport ideasandeventsusingfamiliarwordsand beginningwritingknowledge(ACELY1651)
Elaborations
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usingimagemakingandbeginningwritingtorepresent charactersandeventsinwritten,filmandwebbasedtexts usingspeaking,writinganddrawingtorepresentand communicatepersonalresponsestoideasandevents experiencedthroughtexts creatingshortspoken,writtenandmultimodal observations,recountsanddescriptions,extending vocabularyandincludingsomecontentspecificwordsin spokenandwrittentexts usingbeginningconceptsaboutprint,soundletterand wordknowledgeandpunctuationtocreateshorttexts rereadingcollaborativelydevelopedtextstocheckthatthey communicatewhattheauthorsintended
Participateinsharededitingofstudentsowntexts formeaning,spelling,capitallettersandfullstops (ACELY1652)
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English
Producesomelowercaseanduppercaseletters usinglearnedletterformations(ACELY1653)
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adoptingcorrectpostureandpencilgrip learningtoproducesimplehandwritingmovements followingcleardemonstrationsofhowtoconstructeach letter(forexamplewheretostartwhichdirectiontowrite) learningtoconstructlowercaselettersandtocombine theseintowords learningtoconstructsomeuppercaseletters usingsimplefunctionsofkeyboardandmouseincluding typingletters,scrolling,selectingiconsanddropdown menu
Constructtextsusingsoftwareincludingword processingprograms(ACELY1654)
Speakingandlistening Language UnderstandthatEnglishisoneofmanylanguages spokeninAustraliaandthatdifferentlanguages maybespokenbyfamily,classmatesand community(ACELA1426)

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Elaborations
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learningthatdifferentlanguagesexistdiscussingthe variouslanguagesencounteredinthecommunityandat schoolacknowledgingthehomelanguagesofstudents whospeakanotherlanguage,andvaluingtheabilityto speakmorethanonelanguage recognisingthatsometextscanincludebothStandard AustralianEnglishandelementsofotherlanguages includingAboriginalandTorresStraitIslanderlanguages learningthatlanguagevariesaccordingtothe relationshipsbetweenpeople,forexamplebetweenparent andchild,teacherandstudent,siblings,friends, shopkeepersandcustomers learningthatweuseadifferenttoneandstyleoflanguage withdifferentpeople learningtoaskrelevantquestionsandtoexpressrequests andopinionsinwaysthatsuitdifferentcontexts recognisingsomeofthewayswecanusespeech, gesture,writingandmediatocommunicatefeelings recognisingsomeofthewaysemotionsandfeelingscan beconveyedandinfluencedbyvisualrepresentations,for exampleinadvertisingandanimations buildingvocabularythroughmultiplespeakingand listeningexperiences discussingnewvocabularyfoundintexts bringingvocabularyfrompersonalexperiences,relating thistonewexperiencesandbuildingavocabularyfor thinkingandtalkingaboutschooltopics
Explorehowlanguageisuseddifferentlyathome andschooldependingontherelationships betweenpeople(ACELA1428)
Understandthatlanguagecanbeusedtoexplore waysofexpressingneeds,likesanddislikes (ACELA1429)
Understandtheuseofvocabularyinfamiliar contextsrelatedtoeverydayexperiences,personal interestsandtopicstaughtatschool(ACELA1437)
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Recogniserhymes,syllablesandsounds (phonemes)inspokenwords(ACELA1439)
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listeningtothesoundsastudenthearsintheword,and writingletterstorepresentthosesounds identifyingrhymeandsyllablesinspokenwords identifyingandmanipulatingsounds(phonemes)in spokenwords identifyingonsetandrimeinonesyllablespokenwords
Literature Respondtotexts,identifyingfavouritestories, authorsandillustrators(ACELT1577)
Elaborations
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talkingaboutstoriesandauthors,choosingfavourites, discussinghowstudentsfeelaboutwhathappensin stories engagingwiththehumourinsomestoriesandrepeating favouritelines,jokesandideas returningtopreferredtextsandcommentingonreasonsfor selection talkingaboutstoriesandauthors,choosingfavourites, discussinghowstudentsfeelaboutwhathappensin stories usingartformsandbeginningformsofwritingtoexpress personalresponsestoliteratureandfilmexperiences talkingaboutpeople,eventsandideasintexts,enabling studentstoconnectthemtotheirownexperiencesandto expresstheirownopinionsaboutwhatisdepicted usingmusicandactionstoenhanceappreciationof rhymes,poems,chantsandsongs recitingrhymeswithactions
Sharefeelingsandthoughtsabouttheeventsand charactersintexts(ACELT1783)
Replicatetherhythmsandsoundpatternsin stories,rhymes,songsandpoemsfromarangeof cultures(ACELT1579)
Literacy Listentoandrespondorallytotextsandtothe communicationofothersininformalandstructured classroomsituations(ACELY1646)
Elaborations
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listeningto,rememberingandfollowingsimple instructions sequencingideasinspokentexts,retellingwellknown stories,retellingstorieswithpicturecues,retelling informationusingstorymaps listeningforspecificthings,forexamplethemainideaofa shortstatement,thedetailsofastory,ortoansweragiven question participatingininformalsituations,forexampleplaybased experienceswhichinvolvetheimaginativeuseofspoken language participatinginclass,groupandpairdiscussionsabout sharedexperiencesincludingsharedtexts askingandansweringquestionstoclarifyunderstanding
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English
Useinteractionskillsincludinglisteningwhile othersspeak,usingappropriatevoicelevels, articulationandbodylanguage,gesturesandeye contact(ACELY1784)
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learninghowtousedifferentvoicelevelsappropriatetoa situation,forexamplelearningaboutinsidevoicesand outsidevoices learningtoaskquestionsandprovideanswersthatare morethanoneortwowords participatinginspeakingandlisteningsituations, exchangingideaswithpeersinpairsandsmallgroups andengaginginclassdiscussions,listeningtoothersand contributingideas showingunderstandingofappropriatelisteningbehaviour, suchaslisteningwithoutinterrupting,andlookingatthe speakerifculturallyappropriate listeningandrespondingtooralandmultimodaltexts includingrhymesandpoems,textsreadaloudandvarious typesofdigitaltexts engaginginconversationswithpeersandadultsinhome languageordialect askingandansweringquestionsusingappropriate intonation speakingsothatthestudentcanbeheardandunderstood alteringvolumeforinsideandoutsidesituationsandwhen speakingtoanaudience sharingapersonalexperience,interestordiscoverywith peersinasemiformalsituation usingvisualcuestopractisestayingontopic
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Delivershortoralpresentationstopeers (ACELY1647)
FoundationLevelachievementstandard
Readingandviewing BytheendoftheFoundationlevel,studentsusepredictingandquestioningstrategiestomakemeaningfromtexts.They recalloneortwoeventsfromtextswithfamiliartopics.Theyunderstandthattherearedifferenttypesoftextsandthatthese canhavesimilarcharacteristics.Theyidentifyconnectionsbetweentextsandtheirpersonalexperience.Theyreadshort predictabletextswithfamiliarvocabularyandsupportiveimages,drawingontheirdevelopingknowledgeofconceptsabout printandsoundandletters.TheyidentifythelettersoftheEnglishalphabetandusethesoundsrepresentedbymostletters. Writing Whenwriting,studentsusefamiliarwordsandphrasesandimagestoconveyideas.Theirwritingshowsevidenceofsound andletterknowledge,beginningwritingbehavioursandexperimentationwithcapitallettersandfullstops.Theycorrectlyform knownupperandlowercaseletters. Speakingandlistening Theylistentoanduseappropriatelanguagefeaturestorespondtoothersinafamiliarenvironment.Theylistenforrhyme, letterpatternsandsoundsinwords.Studentsunderstandthattheirtextscanreflecttheirownexperiences.Theyidentifyand describelikesanddislikesaboutfamiliartexts,objects,charactersandevents.Ininformalgroupandwholeclasssettings, studentscommunicateclearly.Theyretelleventsandexperienceswithpeersandknownadults.Theyidentifyanduserhyme, letterpatternsandsoundsinwords.
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English
Level1
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevel1,studentscommunicatewithpeers,teachers,knownadultsandstudentsfromotherclasses. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenand multimodaltextsdesignedtoentertainandinform.TheseencompasstraditionaloraltextsincludingAboriginalstories, picturebooks,varioustypesofstories,rhymingverse,poetry,nonfiction,film,dramaticperformances,andtextsusedby studentsasmodelsforconstructingtheirowntexts.

LiterarytextsthatsupportandextendLevel1studentsasindependentreadersinvolvestraightforwardsequencesof eventsandeverydayhappeningswithrecognisablyrealisticorimaginarycharacters.Informativetextspresentasmall amountofnewcontentaboutfamiliartopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.These textsalsopresentasmallrangeoflanguagefeatures,includingsimpleandcompoundsentences,someunfamiliar vocabulary,asmallnumberofhighfrequencywordsandwordsthatneedtobedecodedphonically,andsentence boundarypunctuation,aswellasillustrationsanddiagramsthatsupporttheprintedtext. Studentscreateavarietyofimaginative,informativeandpersuasivetextsincludingrecounts,procedures,performances, literaryretellingsandpoetry.
Level1contentdescriptions
Readingandviewing Language Understandthatthepurposestextsserveshape theirstructureinpredictableways(ACELA1447)
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Elaborations
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discussingandcomparingthepurposesoffamiliartexts drawnfromlocalcontextsandinterests becomingfamiliarwiththetypicalstagesoftypesoftext includingrecountandprocedure usingdifferenttypesoftexts,forexampleprocedures (includingrecipes)anddiscussingthetextstructure
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English
Identifythepartsofasimplesentencethat representWhatshappening?,Whoorwhatis involved?andthesurroundingcircumstances (ACELA1451)
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knowingthat,intermsofmeaning,abasicclauserepresents: ahappeningorastate(verb),whoorwhatisinvolved(noun group/phrase),andthesurroundingcircumstances(adverb group/phrase) understandingthatasimplesentenceexpressesasingle idea,representedgrammaticallybyasingleindependent clause(forexample'Akangarooisamammal.Amammal sucklesitsyoung') talkingabouteffectivewordsthatdescribeaplace,personor event learninghowasentencecanbemademorevividbyadding adjectives,adverbsandunusualverbs
Exploredifferencesinwordsthatrepresent people,placesandthings(nouns,including pronouns),happeningsandstates(verbs), qualities(adjectives)anddetailssuchaswhen, whereandhow(adverbs)(ACELA1452) Comparedifferentkindsofimagesinnarrative andinformativetextsanddiscusshowthey contributetomeaning(ACELA1453) Understandconceptsaboutprintandscreen, includinghowdifferenttypesoftextsare organisedusingpagenumbering,tablesof content,headingsandtitles,navigationbuttons, barsandlinks(ACELA1450) Recognisesoundlettermatchesincluding commonvowelandconsonantdigraphsand consonantblends(ACELA1458)
talkingaboutwhatisrealandwhatisimaginedintexts,for exampleThisisthesectionaboutplatypusesinthebook aboutmammals
learningabouthowbooksanddigitaltextsareorganised includingpagenumbers,tableofcontents,headings,images withcaptionsandtheuseofscrollingtoaccessdigitaltexts
sayingwordswiththesameonsetasagivenword(for examplewordsthatbeginlike'd/og','bl/ue') sayingwordswiththesamerimeasagivenword(for examplewordsthatendlike'c/at','pl/ay') recognisingthatletterscanhavemorethanonesound(for exampleuincut,put,useandaincat,father,any) recognisingsoundsthatcanbeproducedbydifferentletters (forexamplethe/s/soundinsat,cent,scene) recognisingwordsthatstartwithagivensound,endwitha givensound,haveagivenmedialsound,rhymewithagiven word recognisingandproducingrhymingwords replacingsoundsinspokenwords(forexamplereplacethe min'mat'with'c'toformanewword'cat') sayingsoundsinorderforagivenspokenword(forexample f/i/sh,th/i/s)
Understandthevariabilityofsoundletter matches(ACELA1459)
Manipulatesoundsinspokenwordsincluding phonemedeletionandsubstitution(ACELA1457)
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English
Knowthatregularonesyllablewordsaremade upoflettersandcommonletterclustersthat correspondtothesoundsheard,andhowtouse visualmemorytowritehighfrequencywords (ACELA1778) Literacy Respondtotextsdrawnfromarangeofcultures andexperiences(ACELY1655)
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writingonesyllablewordscontainingknownblends,for examplebl,st learninganincreasingnumberofhighfrequencysightwords recognisedinsharedtextsandintextsbeingread independently(forexample'one','have','them','about')
Elaborations
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exploringsomeofthemeaningsandteachingsembeddedin Dreamingstories usingdrawingandwritingtodepictandcommentonpeople andplacesbeyondtheirimmediateexperience comparinganddiscussingtextsidentifyingsomefeatures thatdistinguishthosethattellstoriesfromthosethatgive opinions selectingtextsforaparticularpurposeortask,forexamplea websitethatwillgiveinformationaboutwhales,abookthat willtellastoryaboutapossum usingcontextualandsemanticknowledgetomake predictionsaboutatextspurposeandcontent combiningknowledgeofcontext,meaning,grammarand phonicstodecodetext recognisingmosthighfrequencysightwordswhenreading text selfcorrectingwhenreadingdoesnotmakesense,using pictures,context,meaning,phonicsandgrammatical knowledge readingaloudwithdevelopingfluencyandintonation usingelementsinbooksandscreentexts,forexample illustrations,diagrams,soundandmovement,tosupport reading makingconnectionsbetweenthetextandstudentsown experiences,andbetweeninformationinprintandimages findingkeyinformationinatext makinginferencesaboutcharactersfeelingsandmotives buildingknowledgeaboutthetopicofthetextandlearning newvocabularybeforeandduringreading makingpredictionsfromthecover,fromillustrationsandat pointsinthetextbeforereadingon retellingtheeventsorkeyinformationinthetextorally,in writingand/orthroughdigitalorartsmedia
Describesomedifferencesbetweenimaginative informativeandpersuasivetexts(ACELY1658)
Readsupportivetextsusingdeveloping phrasing,fluency,contextual,semantic, grammaticalandphonicknowledgeand emergingtextprocessingstrategies,forexample prediction,monitoringmeaningandrereading (ACELY1659)
Usecomprehensionstrategiestobuildliteral andinferredmeaningaboutkeyevents,ideas andinformationintextsthattheylistento,view andreadbydrawingongrowingknowledgeof context,textstructuresandlanguagefeatures (ACELY1660)
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English
Understandpatternsofrepetitionandcontrastin simpletexts(ACELA1448)
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identifyingpatternsofvocabularyitemsintexts(forexample class/subclasspatterns,part/wholepatterns, compare/contrastpatterns,causeandeffectpatterns,word associations/collocation) discussingdifferenttypesoftextsandidentifyingsome characteristicfeaturesandelements(forexamplelanguage patternsandrepetition)instoriesandpoetry buildingwordfamiliesfromcommonmorphemes(for example'play','plays','playing','played','playground') usingmorphemestoreadwords(forexamplebyrecognising the'stem'inwordssuchas'walk/ed') usingintonationandpausesinresponsetopunctuation whenreading readingtextsandidentifyingdifferentsentencelevel punctuation writingdifferenttypesofsentences,forexamplestatements andquestions,anddiscussingappropriatepunctuation
Recogniseandknowhowtousemorphemesin wordfamiliesforexampleplayinplayedand playing(ACELA1455)
Recognisethatdifferenttypesofpunctuation, includingfullstops,questionmarksand exclamationmarks,signalsentencesthatmake statements,askquestions,expressemotionor givecommands(ACELA1449)
Literature Recreatetextsimaginativelyusingdrawing, writing,performanceanddigitalformsof communication(ACELT1586)
Elaborations
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creatingvisualrepresentationsofliterarytextsfromAboriginal, TorresStraitIslanderorAsiancultures writingcharacterdescriptionsdrawnfromillustrationsin stories retellingkeyeventsinstoriesusingorallanguage,arts,digital technologiesandperformancemedia
Literacy Createshortimaginativeandinformativetexts thatshowemerginguseofappropriatetext structure,sentencelevelgrammar,wordchoice, spelling,punctuationandappropriate multimodalelements,forexampleillustrations anddiagrams(ACELY1661)
Elaborations
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referringtolearnedknowledgeoftextstructureandgrammar whencreatinganewtext applyingnewvocabularyappropriatelyincreatingtext learninghowtoplanspokenandwrittencommunicationsso thatlistenersandreadersmightfollowthesequenceofideas orevents beginningtoconsideraudienceindesigninga communicationinvolvingvisualcomponents,selecting imagesformaximumimpact
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Rereadstudent'sowntextsanddiscuss possiblechangestoimprovemeaning,spelling andpunctuation(ACELY1662)
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addingordeletingwordsonpageorscreentoimprove meaning,forexampleaddinganadjectivetoanoun readingthestudentsownworkaloudtolistenfor grammaticalcorrectness:checkinguseofcapitalletters,full stops,questionmarksandexclamationmarks checkingforinclusionofcapitallettersandfullstops identifyingwordswhichmightnotbespeltcorrectly beginningtousedictionariesandclassroomchartstocheck andcorrectspellingoflessfamiliarwords usingcorrectpostureandpencilgrip learninghoweachletterisconstructedincludingwhereto startandthedirectiontofollow writingwordslegiblyusingunjoinedprintscriptofconsistent size creatingdigitalimagesandcomposingastoryorinformation sequenceonscreenusingimagesandcaptions addingimagestodigitalwrittencommunicationssuchas emailswithpicturesofself,classmatesorlocation
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Writeusingunjoinedlowercaseanduppercase letters(ACELY1663)
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Constructtextsthatincorporatesupporting imagesusingsoftwareincludingword processingprograms(ACELY1664)
Speakingandlistening Language Understandthatpeopleusedifferentsystemsof communicationtocatertodifferentneedsand purposesandthatmanypeoplemayusesign systemstocommunicatewithothers (ACELA1443) Understandthatlanguageisusedin combinationwithothermeansof communication,forexamplefacialexpressions andgesturestointeractwithothers (ACELA1444) Understandthattherearedifferentwaysof askingforinformation,makingoffersandgiving commands(ACELA1446)
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Elaborations
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recognisinghowandwheresignsandsymbolsareusedand placedinstudentsschoolandcommunity learningsomesignsinAuslanandfindingoutaboutHeara BookandBrailletechnologiesforhearingandvisually impairedpeople recognisingtheeffectofwords,symbols,gesturesandbody languageonthewaycommunicationsarereceivedbyothers
learningthedifferencebetweenquestionsandstatements, requestsandcommands learningaboutdifferenttypesofquestionsincludingclosed andopenquestionsandwhere,what,whoandwhy questions extendingstudentsvocabulariesfortheexpressionof feelingsandemotions consideringhowothersmightrespondbeforestudents expresstheirviewsandhowstudentsmightrespondto othersviewsincivilandconstructiveways
Exploredifferentwaysofexpressingemotions, includingverbal,visual,bodylanguageandfacial expressions(ACELA1787)
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English
Understandtheuseofvocabularyineveryday contextsaswellasagrowingnumberofschool contexts,includingappropriateuseofformaland informaltermsofaddressindifferentcontexts (ACELA1454) Literature Expresspreferencesforspecifictextsand authorsandlistentotheopinionsofothers (ACELT1583)
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Elaborations
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sharingfavouritetextsandauthorsandsomereasonsfor preferences discussingdifferenttextsandconsideringwhatisentertaining orappealing usingartsmethodsandroleplaytoexpresspersonal responsestocharactersandeventsinstories discussingdifferenttextsandconsideringwhatisentertaining orappealingandwhy identifyingwhoistellingthestoryindifferenttexts discussingcharactersfrombooksandfilmsandwhether thesearelifelikeorimaginary(forexampletalkinganimals) comparingcharactersandeventsintextstostudentsown experiences identifyingsimilaritiesbetweentextsfromdifferentcultural traditions,forexamplerepresentationsofdragonsin traditionalEuropeanandAsiantexts,andhowspiritualbeings arerepresentedinAboriginalandTorresStraitIslander stories identifyingsomefeaturesofcharactersandhowparticular wordsandimagesconveyqualitiesoftheirnature,for examplesomecharactersareportrayedasshy,others adventurous discussingthecharactersoffictionalanimalsandhowthey relatetothoseofhumans examiningdifferenttypesofliteratureincludingtraditional tales,humorousstoriesandpoetry discussingsimilaritiesanddifferencesbetweentexts(for examplefeaturesofmaincharactersindifferentstories) discussingfeaturesofbooksettingsincludingtime(level, season)andplace(countryorcity,realisticorimagined) discussinghowplotsdevelopincluding:beginnings (orientation),howtheproblem(complication)isintroduced andsolved(resolution)
Discusscharactersandeventsinarangeof literarytextsandsharepersonalresponsesto thesetexts,makingconnectionswithstudents' ownexperiences(ACELT1582) Discusshowauthorscreatecharactersusing languageandimages(ACELT1581)
Discussfeaturesofplot,characterandsettingin differenttypesofliteratureandexploresome featuresofcharactersindifferenttexts (ACELT1584)
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Listento,reciteandperformpoems,chants, rhymesandsongs,imitatingandinventing soundpatternsincludingalliterationandrhyme (ACELT1585) Elaborations
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exploringperformancepoetry,chantsandsongsfrom AboriginalandTorresStraitIslanderpeoplesandAsian cultures listeningtoandperformingsimplehaikupoemsabout familiartopicssuchasnatureandtheseasons
Literacy Engageinconversationsanddiscussions,using activelisteningbehaviours,showinginterest, andcontributingideas,informationand questions(ACELY1656)
listeningfordetailsinspokeninformativetexts participatingininformalandstructuredclass,groupandpair discussionsaboutcontentareatopics,ideasandinformation speakingclearlyandwithappropriatevolume interactingconfidentlyandappropriatelywithpeers,teachers, visitorsandcommunitymembers learningtovaluelistening,questioningandpositivebody languageandunderstandingthatdifferentculturesmay approachthesedifferently formulatingdifferenttypesofquestionstoaskaspeaker, suchasopenandclosedquestionsandwhen,whyand howquestions identifyingturntakingpatternsingroupandpairwork(for exampleinitiatingatopic,changingatopicwhenappropriate, stayingontask,supportingotherspeakers,eliciting responses,beingsupportiveandattentivelisteners,asking relevantquestions,providingusefulfeedback,prompting, checkingunderstanding,'sharingthetalkingspace') participatinginpair,groupandclassspeakingandlistening situations,includinginformalconversationsandclass discussions,contributingideasandlisteningtothe contributionsofothers takingturns,askingandansweringquestionsandattempting toinvolveothersindiscussions demonstratingactivelisteningbehaviourandrespondingto whatotherssayinpair,groupandclassdiscussions experimentingwithvoicevolumeandpaceforparticular purposesincludingmakingpresentations,retellingstories andrecitingrhymesandpoems attemptingcorrectpronunciationofnewvocabulary reportingtheresultsofgroupdiscussions providingsimpleexplanationsabouthowtodoormake something givingshortoralpresentationsaboutareasofinterestor contentareatopics,speakingclearlyandwithappropriate volumeandusingextendedvocabularyandagrowing knowledgeofcontentspecificwords
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Useinteractionskillsincludingturntaking, recognisingthecontributionsofothers,speaking clearlyandusingappropriatevolumeandpace (ACELY1788)
Makeshortpresentationsusingsome introducedtextstructuresandlanguage,for exampleopeningstatements(ACELY1657)
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Level1achievementstandard
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English
Readingandviewing BytheendofLevel1,studentsunderstandthedifferentpurposesoftexts.Theymakeconnectionstopersonalexperience whenexplainingcharactersandmaineventsinshorttexts.Theyidentifythelanguagefeatures,imagesandvocabularyused todescribecharactersandevents.Studentsreadaloud,withdevelopingfluencyandintonation,shorttextswithsome unfamiliarvocabulary,simpleandcompoundsentencesandsupportiveimages.Whenreading,theyuseknowledgeof soundsandletters,highfrequencywords,sentenceboundarypunctuationanddirectionalitytomakemeaning.Theyrecall keyideasandrecogniseliteralandimpliedmeaningintexts. Writing Whenwriting,studentsprovidedetailsaboutideasorevents.Theyaccuratelyspellwordswithregularspellingpatternsand usecapitallettersandfullstops.Theycorrectlyformallupperandlowercaseletters. Speakingandlistening Theylistentootherswhentakingpartinconversationsusingappropriatelanguagefeatures.Theylistenforandreproduce letterpatternsandletterclusters.Studentsunderstandhowcharactersintextsaredevelopedandgivereasonsforpersonal preferences.Theycreatetextsthatshowunderstandingoftheconnectionbetweenwriting,speechandimages.Theycreate shorttextsforasmallrangeofpurposes.Theyinteractinpair,groupandclassdiscussions,takingturnswhenresponding. Theymakeshortpresentationsofafewconnectedsentencesonfamiliarandlearnedtopics.
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English
Level2
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevel2,studentscommunicatewithpeers,teachers,studentsfromotherclasses,andcommunitymembers. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenand multimodaltextsinwhichtheprimarypurposeistoentertain,aswellastextsdesignedtoinformandpersuade.These encompasstraditionaloraltexts,picturebooks,varioustypesofprintanddigitalstories,simplechapterbooks,rhyming verse,poetry,nonfiction,film,multimodaltexts,dramaticperformances,andtextsusedbystudentsasmodelsfor constructingtheirownwork.

LiterarytextsthatsupportandextendLevel2studentsasindependentreadersinvolvesequencesofeventsthatspan severalpagesandpresentunusualhappeningswithinaframeworkoffamiliarexperiences.Informativetextspresent newcontentabouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.Thesetextsinclude languagefeaturessuchasvariedsentencestructures,someunfamiliarvocabulary,asignificantnumberofhigh frequencysightwordsandwordsthatneedtobedecodedphonically,andarangeofpunctuationconventions,aswellas illustrationsanddiagramsthatbothsupportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetextsincludingimaginativeretellings,reports, performances,poetryandexpositions.
Readingandviewing Language Understandthatdifferenttypesoftextshave identifiabletextstructuresandlanguagefeaturesthat helpthetextserveitspurpose(ACELA1463)
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Elaborations
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identifyingthetopicandtypeofatextthroughitsvisual presentation,forexamplecoverdesign,packaging, title/subtitleandimages becomingfamiliarwiththetypicalstagesoftexttypes,for examplesimplenarratives,instructionsandexpositions
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Knowsomefeaturesoftextorganisationincluding pageandscreenlayouts,alphabeticalorder,and differenttypesofdiagrams,forexampletimelines (ACELA1466)
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recognisinghowchaptersandtableofcontents, alphabeticalorderofindexandglossaryoperatetoguide accesstoinformation learningaboutfeaturesofscreentextsincludingmenu buttons,dropdownmenus,linksandliveconnections learninghowtoexpressideasusingcompound sentences learninghowtojoinsimplesentenceswithconjunctions, forexampleand,butors o,toconstructcompound sentences comparingtwoversionsofthesamestory,forexample JackandtheBeanstalk,identifyinghowacharacters actionsandreactionsaredepicteddifferentlybydifferent illustrators
Understandthatsimpleconnectionscanbemade betweenideasbyusingacompoundsentencewith twoormoreclausesusuallylinkedbyacoordinating conjunction(ACELA1467)
Identifyvisualrepresentationsofcharactersactions, reactions,speechandthoughtprocessesin narratives,andconsiderhowtheseimagesaddtoor contradictormultiplythemeaningofaccompanying words(ACELA1469) Understandthatnounsrepresentpeople,places, thingsandideasandcanbe,forexample,common, proper,concreteorabstract,andthatnoun groups/phrasescanbeexpandedusingarticlesand adjectives(ACELA1468)
exploringtextsandidentifyingnounsthatreferto characters,elementsofthesetting,andideas exploringillustrationsandnoungroups/phrasesin picturebookstoidentifyhowtheparticipantshavebeen representedbyanillustrator exploringnamesofpeopleandplacesandhowtowrite themusingcapitalletters buildingextendednoungroups/phrasesthatprovidea cleardescriptionofanitem recognisingwhensomelettersaresilent,forexample knife,listen,castle,andprovidingthesoundforless commonsoundlettermatches,forexampletion
Recognisemostsoundlettermatchesincluding silentletters,vowel/consonantdigraphsandmany lesscommonsoundlettercombinations (ACELA1474) Recognisecommonprefixesandsuffixesandhow theychangeawordsmeaning(ACELA1472) Literature
joiningdiscussionabouthowaprefixorsuffixaffects meaning,forexampleuncomfortable,older,anddivision
Elaborations
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Discussthecharactersandsettingsofdifferenttexts andexplorehowlanguageisusedtopresentthese featuresindifferentways(ACELT1591)
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describingfeaturesoftextsettingsincludingtime, coloursusedtoportraylevel,season,andplace(country orcity)andhowthisimpactsonthecharacters describingplotsincludingbeginnings(orientation),how theproblem(complication)isintroducedandsolved (resolution),andconsideringhowthesefeatures constructmeanings identifyingfeaturesofimaginaryorfantasytexts,for examplemagicpowers,shiftsintime investigatingAboriginalstories,foundfromonline sources,thatexplainphysicalfeaturesofthelandscape andidentifyanddescribethecommonfeaturesof languageused comparingtwoormoreversionsofthesamestoryby differentauthorsorfromdifferentcultures,describing similaritiesanddifferencesinauthorspointsofview
Literacy Discussdifferenttextsonasimilartopic,identifying similaritiesanddifferencesbetweenthetexts (ACELY1665)
Elaborations
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identifyingexamplesandfeaturesofdifferentkindsof spoken,nonverbal,writtenandvisualcommunication fromAboriginalandTorresStraitIslandercommunities andfromseveralAsiancultureswithinAustralia comparingtwoormoreversionsofthesametopicby differentauthorsorfromdifferentcultures,describing similaritiesanddifferences identifyingthemainpurposeofatext,includingwhether theauthorwantstoentertain,explainorpersuadeand consideringhowaudiencesmightrespondtothosetexts usingpriorandlearnedknowledgeandvocabularyto makeandconfirmpredictionswhenreadingtext usinggrammaticalknowledgetopredictlikelysentence patternswhenreadingmorecomplexnarrativesand informativetexts usingknowledgeofsoundletterrelationshipsandhigh frequencysightwordswhendecodingtext monitoringownreadingandselfcorrectingwhen readingdoesnotmakesense,usingillustrations, context,phonics,grammarknowledgeandpriorand learnedtopicknowledge usinggrammarandmeaningtoreadaloudwithfluency andintonation
Identifytheaudienceofimaginative,informativeand persuasivetexts(ACELY1668) Readlesspredictabletextswithphrasingandfluency bycombiningcontextual,semantic,grammaticaland phonicknowledgeusingtextprocessingstrategies, forexamplemonitoringmeaning,predicting, rereadingandselfcorrecting(ACELY1669)
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Usecomprehensionstrategiestobuildliteraland inferredmeaningandbegintoanalysetextsby drawingongrowingknowledgeofcontext,language andvisualfeaturesandprintandmultimodaltext structures(ACELY1670)
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makingconnectionsbetweenthetextandstudentsown experiencesandexperienceswithothertexts,comparing authorsdifferingpointofviewonatopic makingconnectionsbetweeninformationinprintand images buildingonandusingpriorknowledgeandvocabulary makingvalidinferencesusinginformationinatextand studentsownpriorknowledge predicting,askingandansweringquestionsasthey read,andsummarisingandreviewingmeaning
Writing Language Understandhowtextsaremadecohesivethrough resources,forexamplewordassociations, synonyms,andantonyms(ACELA1464)

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exploringhowtextsdeveloptheirthemesandideas, buildinginformationthroughconnectingsimilarand contrastingdissimilarthings mappingexamplesofwordassociationsintexts,for examplewordsthatrefertothemaincharacter talkingabouthowacommacanbeusedtoseparatetwo ormoreelementsinalist,forexampleAtthemuseum theysawatiger,adinosaurandtwosnakes drawingonknowledgeofhighfrequencysightwords drawingonknowledgeofsoundletterrelationships(for examplebreakingwordsintosyllablesandphonemes) usingknownwordsinwritingandspellunknownwords usingdevelopingvisual,graphophonicandmorphemic knowledge
Recognisethatcapitalletterssignalpropernouns andcommasareusedtoseparateitemsinlists (ACELA1465) Understandhowtousedigraphs,longvowels, blendsandsilentletterstospellwords,anduse morphemesandsyllabificationtobreakupsimple wordsandusevisualmemorytowriteirregularwords (ACELA1471)
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Literature Createeventsandcharactersusingdifferentmedia thatdevelopkeyeventsandcharactersfromliterary texts(ACELT1593)
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creatingimaginativereconstructionsofstoriesandpoetry usingarangeofprintanddigitalmedia tellingknownstoriesfromadifferentpointofview orally,inwritingorusingdigitalmedia,constructinga sequeltoaknownstory
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Literacy Createshortimaginative,informativeandpersuasive textsusinggrowingknowledgeoftextstructuresand languagefeaturesforfamiliarandsomelessfamiliar audiences,selectingprintandmultimodalelements appropriatetotheaudienceandpurpose (ACELY1671)
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learninghowtoplanspokenandwritten communicationssothatlistenersandreadersmight followthesequenceofideasorevents sequencingcontentaccordingtotextstructure usingappropriatesimpleandcompoundsentenceto expressandcombineideas usingvocabulary,includingtechnicalvocabulary, appropriatetotexttypeandpurpose
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Rereadandedittextforspelling,sentenceboundary punctuationandtextstructure(ACELY1672)
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readingtheirworkandadding,deletingorchanging words,prepositionalphrasesorsentencestoimprove meaning,forexamplereplacinganeverydaynounwitha technicaloneinaninformativetext checkingspellingusingadictionary checkingforinclusionofrelevantpunctuationincluding capitalletterstosignalnames,aswellassentence beginnings,fullstops,questionmarksandexclamation marks makingsignificantchangestotheirtextsusingaword processingprogram(forexampleadd,deleteormove sentences) usingcorrectpencilgripandposture writingsentenceslegiblyandfluentlyusingunjoinedprint scriptofconsistentsize experimentingwithandcombiningelementsofsoftware programstocreatetexts
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Writelegiblyandwithgrowingfluencyusingunjoined uppercaseandlowercaseletters(ACELY1673)
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Constructtextsfeaturingprint,visualandaudio elementsusingsoftware,includingwordprocessing programs(ACELY1674) Speakingandlistening Language Understandthatspoken,visualandwrittenformsof languagearedifferentmodesofcommunicationwith differentfeaturesandtheirusevariesaccordingtothe audience,purpose,contextandculturalbackground (ACELA1460)
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identifyingexamplesandfeaturesofdifferentkindsof spoken,nonverbal,writtenandvisualcommunication fromAboriginalandTorresStraitIslandercommunities andfromseveralAsiancultureswithinAustralia,and associatingthosefeatureswithparticularcommunities recognisingsomephrasesinthelanguagesoftheclass andcommunity,forexamplegreetingsandexpressions ofpoliteness exploringhowtermsofaddressareusedtosignal differentkindsofrelationships exploringthedifferencesbetweengivingapresentation andtalkingtofriends exploringculturallyspecificgreetingsandexpressionsof politeness
Understandthatlanguagevarieswhenpeopletake ondifferentrolesinsocialandclassroominteractions andhowtheuseofkeyinterpersonallanguage resourcesvariesdependingoncontext(ACELA1461)
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Identifylanguagethatcanbeusedforappreciating textsandthequalitiesofpeopleandthings (ACELA1462)
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exploringhowlanguageisusedtoexpressfeelings includinglearningvocabularytoexpressagradationof feeling,forexamplehappy,joyful,pleased,contented exploringinstories,everydayandmediatextsmoraland socialdilemmassuchasrightandwrong, fairness/unfairness,inclusionandexclusionlearningto uselanguagetodescribeactionsandconsider consequences exploringhowlanguageisusedtoconstructcharacters andsettingsinnarratives,includingchoiceofnouns suchasgirl,princessororphan,andchoiceof adjectivessuchasgentle,timidorfrightened interpretingnewterminologydrawingonprior knowledge,analogiesandconnectionswithknown words
Understandtheuseofvocabularyaboutfamiliarand newtopicsandexperimentwithandbegintomake consciouschoicesofvocabularytosuitaudienceand purpose(ACELA1470) Literature Discusshowdepictionsofcharactersinprint,sound andimagesreflectthecontextsinwhichtheywere created(ACELT1587)
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exploringiconographyofAboriginalandTorresStrait Islandercultures recognisingrecurringcharacters,settingsandthemesin Dreamingstoriesexperiencedthroughtexts,filmsand onlinesources discussingmoralandteachingstoriesfromvaried cultures,identifyingandcomparingtheircentral messages describingfeaturesoftextsfromdifferentcultures includingrecurringlanguagepatterns,styleof illustrations,elementsofhumourordrama,and identifyingthefeatureswhichgiverisetotheirpersonal preferences connectingthefeelingsandbehavioursofanimalsin anthropomorphicstorieswithhumanemotionsand relationships drawing,writingandusingdigitaltechnologiestocapture andcommunicatefavouritecharactersandevents discussingeachotherspreferencesforstoriessetin familiarorunfamiliarworlds,oraboutpeoplewhose livesarelikeorunliketheirown exploringpoems,chants,rhymesorsongsfromdifferent cultureswhichclassmembersmaybringfromhome learningtorecite,singorcreateinterpretationsofpoems, chants,rhymesorsongsfromstudentsownandother differentcultures
Identifyaspectsofdifferenttypesofliterarytextsthat entertain,andgivereasonsforpersonalpreferences (ACELT1590)
Compareopinionsaboutcharacters,eventsand settingsinandbetweentexts(ACELT1589)
Identify,reproduceandexperimentwithrhythmic, soundandwordpatternsinpoems,chants,rhymes andsongs(ACELT1592)
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Literacy Listenforspecificpurposesandinformation, includinginstructions,andextendstudentsownand others'ideasindiscussions(ACELY1666)
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Elaborations
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usingspokenlanguageforproblemsolving,and exploringideasandconcepts listeningforspecificinformationandprovidingtwoor morekeyfactsfromaninformativetextspokenorread aloud listeningto,rememberingandrespondingtodetailed instructions discussingappropriateconventionstouseingroup discussions exploringwaystocommentonwhatotherssay,including usingsentencestarterssuchasIlikethewayyou,I agreethat,Ihaveadifferentthought,Idliketosay somethingdifferent participatinginpair,groupandclassspeakingand listeningsituations,includinginformalconversations, classdiscussionsandpresentations demonstratingappropriatelisteningbehaviour, respondingtoandparaphrasingapartnerscontribution toadiscussion,suchasthink/pair/shareactivities askingrelevantquestionsandmakingconnectionswith personalexperiencesandthecontributionsofothers brainstormingtopics,contributingideasand acknowledgingtheideasofothers speakingclearlyandwithappropriateintonation understandinghowtodisagreewithapointofviewor offeranalternativeideacourteously experimentingwithpresentationstrategiessuchaspitch, volumeandintonation adjustingpresentationfordifferentaudiences preparingandgivingoralpresentations,including reportsofgroupdiscussions,usingmoreformalspeech andspecificvocabularyaboutcontentareatopics listeningandrespondingtopresentations,including thoseusingmultimedia,onfamiliarandlearnedtopics, recordingkeyinformation,andconnectingnewand existingknowledgeaboutatopic
Useinteractionskillsincludinginitiatingtopics, makingpositivestatementsandvoicing disagreementinanappropriatemanner,speaking clearlyandvaryingtone,volumeandpace appropriately(ACELY1789)
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Rehearseanddelivershortpresentationsonfamiliar andnewtopics(ACELY1667)
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Readingandviewing
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BytheendofLevel2studentsunderstandhowsimilartextssharecharacteristicsbyidentifyingtextstructuresandlanguage featuresusedtodescribecharacters,settingsandevents.Theyreadtextsthatcontainvariedsentencestructures,some unfamiliarvocabulary,asignificantnumberofhighfrequencysightwordsandimagesthatprovideadditionalinformation. Theymonitormeaningandselfcorrectusingcontext,priorknowledge,punctuation,languageandphonicknowledge.They identifyliteralandimpliedmeaning,mainideasandsupportingdetail.Studentsmakeconnectionsbetweentextsby comparingcontent. Writing Studentscreatetextsthatshowhowimagessupportthemeaningofthetext.Theyaccuratelyspellfamiliarwordsandattempt tospelllessfamiliarwordsandusepunctuationaccurately.Theylegiblywriteunjoinedupperandlowercaseletters. Speakingandlistening Theylistenforparticularpurposes.Theylistenforandmanipulatesoundcombinationsandrhythmicsoundpatterns.When discussingtheirideasandexperiences,studentsuseeverydaylanguagefeaturesandtopicspecificvocabulary.Theyexplain theirpreferencesforaspectsoftextsusingothertextsascomparisons.Theycreatetextsthatshowhowimagessupportthe meaningofthetext.Studentscreatetexts,drawingontheirownexperiences,theirimaginationandinformationtheyhave learned.Studentsuseavarietyofstrategiestoengageingroupandclassdiscussionsandmakepresentations.
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Level3
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels3and4,studentscommunicatewithpeersandteachersfromotherclassesandschoolsinarangeoffaceto faceandonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenand multimodaltextsinwhichtheprimarypurposeistoentertain,aswellastextsdesignedtoinformandpersuade.These encompasstraditionaloraltextsincludingpicturebooks,varioustypesofprintanddigitaltexts,simplechapterbooks, rhymingverse,poetry,nonfictionfilm,multimodaltexts,dramaticperformances,andtextsusedbystudentsasmodels forconstructingtheirownwork.

LiterarytextsthatsupportandextendstudentsinLevels3and4asindependentreadersdescribecomplexsequencesof eventsthatextendoverseveralpagesandinvolveunusualhappeningswithinaframeworkoffamiliarexperiences. Informativetextspresentnewcontentabouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum. Thesetextsusecomplexlanguagefeatures,includingvariedsentencestructures,someunfamiliarvocabulary,a significantnumberofhighfrequencysightwordsandwordsthatneedtobedecodedphonically,andarangeof punctuationconventions,aswellasillustrationsanddiagramsthatbothsupportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,poetryandexpositions.
Readingandviewing Language Understandhowdifferenttypesoftexts varyinuseoflanguagechoices, dependingontheirpurposeandcontext (forexample,tenseandtypesof sentences)(ACELA1478) Identifythefeaturesofonlinetextsthat enhancenavigation(ACELA1790)
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Elaborations
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becomingfamiliarwithtypicalstructuralstagesandlanguage featuresofvarioustypesoftext,forexamplenarratives,procedures, reports,reviewsandexpositions
becomingfamiliarwiththetypicalfeaturesofonlinetexts,forexample navigationbarsandbuttons,hyperlinksandsitemaps
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Identifytheeffectonaudiencesof techniques,forexampleshotsize,vertical cameraangleandlayoutinpicturebooks, advertisementsandfilmsegments (ACELA1483)
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notinghowtherelationshipbetweencharacterscanbedepictedin illustrationsthrough:thepositioningofthecharacters(forexample facingeachotherorfacingawayfromeachother)thedistance betweenthemtherelativesizeonecharacterlookingup(ordown)at theother(powerrelationships)facialexpressionsandbodygesture observinghowimagesconstructarelationshipwiththeviewer throughsuchstrategiesas:directgazeintotheviewer'seyes,inviting involvementandhowcloseupsaremoreengagingthandistanced images,whichcansuggestalienationorloneliness becomingfamiliarwithmosthighfrequencysightwords
Recognisehighfrequencysightwords (ACELA1486) Literature Drawconnectionsbetweenpersonal experiencesandtheworldsoftexts,and shareresponseswithothers (ACELT1596)
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discussingrelevantpriorknowledgeandpastexperiencestomake meaningfulconnectionstothepeople,places,events,issuesand ideasinthetext exploringtextsthathighlightissuesandproblemsinmakingmoral decisionsanddiscussingthesewithothers drawingonliteraturefromAboriginal,TorresStraitIslanderorAsian cultures,toexplorecommonalitiesofexperienceandideasaswell asrecognisingdifferenceinlifestyleandworldview buildingaconsciousunderstandingofpreferenceregardingtopics andgenresofpersonalinterest(forexamplehumorousshortstories, schoolandfamilystories,mysteries,fantasyandquest,series books) selectinganddiscussingfavouritetextsandexplainingtheirreasons forassigninggreaterorlessermerittoparticulartextsortypesof texts identifyinganddiscussingtheuseofdescriptiveadjectives(inthe middleofavast,bareplain)toestablishsettingandatmosphere (thecastleloomeddarkandforbidding)andtodrawreadersinto eventsthatfollow discussingthelanguageusedtodescribethetraitsofcharactersin stories,theiractionsandmotivations:Clairewassolonelyshe desperatelywantedapetandshewasafraidshewoulddoanything, justanything,tohaveonetocarefor identifyingtheeffectofimageryintexts,forexampletheuseof imageryrelatedtonatureinhaikupoems exploringhowrhythm,onomatopoeiaandalliterationgivemomentum topoetryandprosereadaloud,andenhanceenjoyment
Developcriteriaforestablishingpersonal preferencesforliterature(ACELT1598)
Discusshowlanguageisusedto describethesettingsintexts,andexplore howthesettingsshapetheeventsand influencethemoodofthenarrative (ACELT1599)
Discussthenatureandeffectsofsome languagedevicesusedtoenhance meaningandshapethereaders reaction,includingrhythmand onomatopoeiainpoetryandprose (ACELT1600) Literacy
Elaborations
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Identifythepointofviewinatextand suggestalternativepointsofview (ACELY1675)
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discussinghowatextpresentsthepointofviewofthemain character,andspeculatingonwhatothercharactersmightthinkor feel recognisingthatthereismorethanonewayoflookingatthesame eventandthatstoriesseenthroughtheeyesofonecharacter privilegessomeaspectsofthestoryoverothers speculatingaboutwhatothercharactersmightthinkorfeeland retellingthestoryfromotherperspectives(forexampleCinderella fromtheviewoftheUglySisters) identifyingtheauthorspointofviewonatopicandkeywordsand imagesthatseemintendedtopersuadelisteners,viewersor readerstoagreewiththeviewpresented combiningdifferenttypesofknowledge(forexampleworld knowledge,vocabulary,grammar,phonics)tomakedecisionsabout unknownwords,readingon,reviewingandsummarisingmeaning analysingthewayillustrationshelptoconstructmeaningand interpretingdifferenttypesofillustrationsandgraphics readingtexttypesfromastudentsculturetoenhanceconfidencein buildingreadingstrategies readingaloudwithfluencyandintonation readingawiderrangeoftexts,includingchapterbooksand informativetexts,forpleasure makingconnectionsbetweenthetextandstudentsownexperience andothertexts makingconnectionsbetweentheinformationinprintandimages makingpredictionsandaskingandansweringquestionsaboutthe textdrawingonknowledgeofthetopic,subjectspecificvocabulary andexperienceoftextsonthesametopic usingtextfeaturesandsearchtoolstolocateinformationinwritten anddigitaltextsefficiently determiningimportantideas,eventsordetailsintextscommenting onthingslearnedorquestionsraisedbyreading,referringexplicitly tothetextforverification makingconsideredinferencestakingintoaccounttopicknowledgeor acharacterslikelyactionsandfeelings
Identifytheaudienceandpurposeof imaginative,informativeandpersuasive texts(ACELY1678) Readanincreasingrangeofdifferent typesoftextsbycombiningcontextual, semantic,grammaticalandphonic knowledge,usingtextprocessing strategies,forexamplemonitoring, predicting,confirming,rereading,reading onandselfcorrecting(ACELY1679)
Usecomprehensionstrategiestobuild literalandinferredmeaningandbeginto evaluatetextsbydrawingonagrowing knowledgeofcontext,textstructuresand languagefeatures(ACELY1680)
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Writing Language Understandthatparagraphsareakey organisationalfeatureofwrittentexts (ACELA1479) Elaborations

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noticinghowlongertextsareorganisedintoparagraphs,each beginningwithatopicsentence/paragraphopenerwhichpredicts howtheparagraphwilldevelopandisthenelaboratedinvarious ways
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Understandthataclauseisaunitof grammarusuallycontainingasubject andaverbandthattheseneedtobein agreement(ACELA1481)
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knowingthataclauseisbasicallyagroupofwordsthatcontainsa verb knowingthat,intermsofmeaning,abasicclauserepresents:what ishappeningwhoorwhatisparticipating,andthesurrounding circumstances identifyingdifferenttypesofverbsandthewaytheyaddmeaningtoa sentence exploringactionandsayingverbsinnarrativetextstoshowhowthey giveinformationaboutwhatcharactersdoandsay exploringtheuseofsensingverbsandhowtheyallowreadersto knowwhatcharactersthinkandfeel exploringtheuseofrelatingverbsinconstructingdefinitionsand descriptions learninghowtimeisrepresentedthroughthetenseofaverband otherstructural,languageandvisualfeatures usingspellingstrategiessuchas:phonologicalknowledge(for examplediphthongsandotherambiguousvowelsoundsinmore complexwords)threeletterclusters(forexample'thr','shr','squ') visualknowledge(forexamplemorecomplexsinglesyllable homophonessuchas'break/brake','ate/eight')morphemic knowledge(forexampleinflectionalendingsinsinglesyllablewords, pluralandpasttense)generalisations(forexampletomakeaword pluralwhenitendsin's','sh','ch',or'z'add'es') recognisingbothgrammaticallyaccurateandinaccurateusageofthe apostropheineverydaytextssuchassignsinthecommunityand newspaperadvertisements
Understandthatverbsrepresentdifferent processes(doing,thinking,saying,and relating)andthattheseprocessesare anchoredintimethroughtense (ACELA1482)
Understandhowtousesoundletter relationshipsandknowledgeofspelling rules,compoundwords,prefixes, suffixes,morphemesandlesscommon lettercombinations,forexample tion(ACELA1485)
Knowthatwordcontractionsareafeature ofinformallanguageandthat apostrophesofcontractionareusedto signalmissingletters(ACELA1480) Literature Createimaginativetextsbasedon characters,settingsandeventsfrom studentsownandotherculturesusing visualfeatures,forexampleperspective, distanceandangle(ACELT1601) Createtextsthatadaptlanguagefeatures andpatternsencounteredinliterarytexts, forexamplecharacterisation,rhyme, rhythm,mood,music,soundeffectsand dialogue(ACELT1791)
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drawingonliterarytextsread,viewedandlistenedtoforinspiration andideas,appropriatinglanguagetocreatemoodand characterisation innovatingontextsread,viewedandlistenedtobychangingthepoint ofview,revisinganendingorcreatingasequel creatingvisualandmultimodaltextsbasedonAboriginalandTorres StraitIslanderorAsianliterature,applyingoneormorevisual elementstoconveytheintentoftheoriginaltext creatingmultimodaltextsthatcombinevisualimages,soundeffects, musicandvoiceoverstoconveysettingsandeventsinafantasy world
Literacy
Elaborations
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Plan,draftandpublishimaginative, informativeandpersuasivetexts demonstratingincreasingcontrolovertext structuresandlanguagefeaturesand selectingprint,andmultimodalelements appropriatetotheaudienceandpurpose (ACELY1682)
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usingprintanddigitalresourcestogatherinformationaboutatopic selectingappropriatetextstructureforawritingpurposeand sequencingcontentforclarityandaudienceimpact usingappropriatesimple,compoundandcomplexsentencesto expressandcombineideas usingvocabulary,includingtechnicalvocabulary,relevanttothetext typeandpurpose,andappropriatesentencestructurestoexpress andcombineideas usingglossaries,printanddigitaldictionariesandspellchecktoedit spelling,realisingthatspellcheckaccuracydependson understandingthewordfunction,forexamplethere/theirrain/reign practisinghowtojoinletterstoconstructafluenthandwritingstyle
Rereadandedittextsformeaning, appropriatestructure,grammatical choicesandpunctuation(ACELY1683) Writeusingjoinedlettersthatareclearly formedandconsistentinsize (ACELY1684) Usesoftwareincludingwordprocessing programswithgrowingspeedand efficiencytoconstructandedittexts featuringvisual,printandaudioelements (ACELY1685) Speakingandlistening Language Understandthatlanguageshavedifferent writtenandvisualcommunication systems,differentoraltraditionsand differentwaysofconstructingmeaning (ACELA1475)
usingfeaturesofrelevanttechnologiestoplan,sequence,compose andeditmultimodaltexts
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learningthatawordorsigncancarrydifferentweightindifferent culturalcontexts,forexamplethatparticularrespectisduetosome peopleandcreaturesandthatstoriescanbepassedontoteachus howtoliveappropriately
Understandthatsuccessfulcooperation withothersdependsonshareduseof socialconventions,includingturntaking patterns,andformsofaddressthatvary accordingtothedegreeofformalityin socialsituations(ACELA1476) Examinehowevaluativelanguagecanbe variedtobemoreorlessforceful (ACELA1477) Learnextendedandtechnicalvocabulary andwaysofexpressingopinionincluding modalverbsandadverbs(ACELA1484)
identifyingrolesandcollaborativepatternsinstudentsowngroups andpairwork(forexampleinitiatingatopic,changingatopicthrough negotiation,affirmingotherspeakersandbuildingontheir comments,askingrelevantquestions,providingusefulfeedback, promptingandcheckingindividualandgroupunderstanding)
exploringhowmodalverbs,forexamplemust,might,orcould indicatedegreesofcertainty,commandorobligation distinguishinghowchoiceofadverbs,nounsandverbspresent differentevaluationsofcharactersintexts exploringexamplesoflanguagewhichdemonstratearangeof feelingsandpositions,andbuildingavocabularytoexpress judgmentsaboutcharactersorevents,acknowledgingthatlanguage andjudgmentsmightdifferdependingontheculturalcontext
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Literature Discusstextsinwhichcharacters,events andsettingsareportrayedindifferent ways,andspeculateontheauthors reasons(ACELT1594)
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readingtextsinwhichAboriginalandTorresStraitIslander children/youngpeoplearethecentralcharacters/protagonistsand makinglinkstostudentsownlives,notingsimilarities exploringthewaysthatthesamestorycanbetoldinmanycultures, identifyingvariationsinthestorylineandinmusic(forexampleThe RamayanastorywhichistoldtochildreninIndia,Indonesia, Thailand,Cambodia,Burma,Laos,TibetandMalaysia)
Literacy Listentoandcontributetoconversations anddiscussionstoshareinformation andideasandnegotiateincollaborative situations(ACELY1676) Useinteractionskills,includingactive listeningbehavioursandcommunicatein aclear,coherentmannerusingavariety ofeverydayandlearnedvocabularyand appropriatetone,pace,pitchandvolume (ACELY1792)
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participatingincollaborativediscussions,buildingonandconnecting ideasandopinionsexpressedbyothers,andcheckingstudents ownunderstandingagainstgroupviews
participatinginpair,groupandclassspeakingandlistening situations,includinginformalconversations,classdiscussionsand presentations listeningactivelyincludinglisteningforspecificinformation, recognisingthevalueofotherscontributionsandresponding throughcomments,recountsandsummariesofinformation learningthespecificspeakingorlisteningskillsofdifferentgroup roles,forexamplegroupleader,notetakerandreporter acquiringnewvocabularyinallcurriculumareasthroughlistening, reading,viewinganddiscussionandusingthisvocabularyinspecific wayssuchasdescribingpeople,places,thingsandprocesses usinglanguageappropriatelyindifferentsituationssuchasmakinga requestofateacher,explainingaproceduretoaclassmate, engaginginagamewithfriends experimentingwithvoiceeffectsinformalpresentationssuchas tone,volumeandpace drawingonrelevantresearchintoatopictoprepareanoralor multimodalpresentation,usingdevicessuchasstoryboardstoplan thesequenceofideasandinformation
Plananddelivershortpresentations, providingsomekeydetailsinlogical sequence(ACELY1677)
Readingandviewing BytheendofLevel3,studentsunderstandhowcontentcanbeorganisedusingdifferenttextstructuresdependingonthe purposeofthetext.Theyunderstandhowlanguagefeatures,imagesandvocabularychoicesareusedfordifferenteffects. Theyreadtextsthatcontainvariedsentencestructures,arangeofpunctuationconventions,andimagesthatprovide additionalinformation.Theyidentifyliteralandimpliedmeaningconnectingideasindifferentpartsofatext.Theyselect information,ideasandeventsintextsthatrelatetotheirownlivesandtoothertexts. Writing
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Theirtextsincludewritingandimagestoexpressanddevelopinsomedetailexperiences,events,information,ideasand characters.Theydemonstrateunderstandingofgrammarandchoosevocabularyandpunctuationappropriatetothepurpose andcontextoftheirwriting.Theyuseknowledgeofsoundsandhighfrequencywordstospellwordsaccurately,checking theirworkformeaning.Theylegiblywriteusingconsistentlysizedjoinedletters. Speakingandlistening Studentslistentoothersviewsandrespondappropriately.Theyunderstandhowlanguagefeaturesareusedtolinkand sequenceideas.Theyunderstandhowlanguagecanbeusedtoexpressfeelingsandopinionsontopics.Theycreatea rangeoftextsforfamiliarandunfamiliaraudiences.Theycontributeactivelytoclassandgroupdiscussions,asking questions,providingusefulfeedbackandmakingpresentations.
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Level4
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels3and4,studentsexperiencelearninginfamiliarcontextsandarangeofcontextsthatrelatetostudyinother areasofthecurriculum.Theyinteractwithpeersandteachersfromotherclassesandschoolsinarangeoffacetoface andonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenand multimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.These encompasstraditionaloraltextsincludingAboriginalstories,picturebooks,varioustypesofprintanddigitaltexts,simple chapterbooks,rhymingverse,poetry,nonfiction,film,multimodaltexts,dramaticperformances,andtextsusedby studentsasmodelsforconstructingtheirownwork.

LiterarytextsthatsupportandextendstudentsinLevels3and4asindependentreadersdescribecomplexsequencesof eventsthatextendoverseveralpagesandinvolveunusualhappeningswithinaframeworkoffamiliarexperiences. Informativetextspresentnewcontentabouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum. Thesetextsusecomplexlanguagefeatures,includingvariedsentencestructures,someunfamiliarvocabulary,a significantnumberofhighfrequencysightwordsandwordsthatneedtobedecodedphonically,andavarietyof punctuationconventions,aswellasillustrationsanddiagramsthatbothsupportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,poetryandexpositions.
Readingandviewing Language Understandhowtextsvaryincomplexityand technicalitydependingontheapproachtothe topic,thepurposeandtheintendedaudience (ACELA1490) Identifyfeaturesofonlinetextsthatenhance readabilityincludingtext,navigation,links, graphicsandlayout(ACELA1793)
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Elaborations
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becomingfamiliarwiththetypicalstagesandlanguage featuresofsuchtexttypesas:simplenarrative,procedure, simplepersuasiontextsandinformationreports
participatinginonlinesearchesforinformationusingnavigation toolsanddiscussingsimilaritiesanddifferencesbetweenprint anddigitalinformation
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Exploretheeffectofchoiceswhenframingan image,placementofelementsintheimage, andsalienceoncompositionofstilland movingimagesinarangeoftypesoftexts (ACELA1496) Understandhowadverbgroups/phrasesand prepositionalphrasesworkindifferentwaysto providecircumstantialdetailsaboutanactivity (ACELA1495)
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examiningvisualandmultimodaltexts,buildingavocabularyto describevisualelementsandtechniquessuchasframing, compositionandvisualpointofviewandbeginningto understandhowthesechoicesimpactonviewerresponse
investigatingintextshowadverbgroup/phrasesand prepositionalphrasescanprovidedetailsofthecircumstances surroundingahappeningorstate(forexample,Atmidnight (time)heroseslowly(manner)fromthechair(place)andwent upstairs(place) investigatingexamplesofquoted(direct)speech(Hesaid,Ill gototheparktoday)andreported(indirect)speech(Hetold mehewasgoingtotheparktoday)andcomparingsimilarities anddifferences
Investigatehowquoted(direct)andreported (indirect)speechworkindifferenttypesoftext (ACELA1494)
Literature Discusshowauthorsandillustratorsmake storiesexciting,movingandabsorbingand holdreadersinterestbyusingvarious techniques,forexamplecharacter developmentandplottension(ACELT1605)
Elaborations
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examiningtheauthorsdescriptionofacharactersappearance, behaviourandspeechandnotinghowthecharacters developmentisevidentthroughhisorherdialogueand changingrelationshipsandthereactionsofothercharactersto himorher identifyingpivotalpointsintheplotwherecharactersarefaced withchoicesandcommentingonhowtheauthormakesus careabouttheirdecisionsandconsequences commentingonhowauthorshaveestablishedsettingand periodindifferentculturesandtimesandtherelevanceof characters,actionsandbeliefstotheirowntime comparingdifferentauthorstreatmentofsimilarthemesand textpatterns,forexamplecomparingfablesandallegoriesfrom differentculturesandquestnovelsbydifferentauthors definingspoonerisms,neologismsandpunsandexploring howtheyareusedbyauthorstocreateasenseoffreshness, originalityandplayfulness discussingpoeticlanguage,includingunusualadjectivaluse andhowitengagesusemotionallyandbringstolifethepoets subjectmatter(forexampleHegraspsthecragwithcrooked hands/weetimorousbeastie) examiningtheauthorsdescriptionofacharactersappearance, behaviourandspeechandnotinghowthecharacters developmentisevidentthroughhisorherdialogueand changingrelationshipsandthereactionsofothercharactersto himorher sharingviewsusingappropriatemetalanguage(forexample Theuseoftheadjectivesindescribingthecharacterreally helpstocreateimagesforthereader)
Makeconnectionsbetweenthewaysdifferent authorsmayrepresentsimilarstorylines,ideas andrelationships(ACELT1602)
Understand,interpretandexperimentwitha rangeofdevicesanddeliberatewordplayin poetryandotherliterarytexts,forexample nonsensewords,spoonerisms,neologisms andpuns(ACELT1606)
Usemetalanguagetodescribetheeffectsof ideas,textstructuresandlanguagefeaturesof literarytexts(ACELT1604)
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Literacy Identifyandexplainlanguagefeaturesoftexts fromearliertimesandcomparewiththe vocabulary,images,layoutandcontentof contemporarytexts(ACELY1686) Elaborations
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viewingdocumentariesandnewsfootagefromdifferent periods,comparingthestyleofpresentation,including costumesandiconographywithcontemporarytextsonsimilar topicsandtrackingchangingviewsonissues,forexamplewar, race,gender describingthelanguagewhichauthorsusetocreateimaginary worldshowtextualfeaturessuchasheadings,subheadings, boldtypeandgraphicorganisersareusedtoorderandpresent information,andhowvisualcodesareused,forexamplethose usedinadvertisingtorepresentchildrenandfamiliessothat viewersidentifywiththem readingnewanddifferentkindsoftextswiththeuseof establishedwordidentificationstrategies,includingknowledge ofthetopicandoftexttypetogetherwithselfmonitoring strategiesincludingrereading,selfquestioningandpausing, andincludingselfcorrectionstrategiessuchconfirmingand crosschecking readingaloudwithfluencyandexpression readingawiderangeofdifferenttypesoftextsforpleasure makingconnectionsbetweenthetextandstudentsown experienceandothertexts makingconnectionsbetweeninformationinprintandimages buildingandusingpriorknowledgeandvocabulary findingspecificliteralinformation askingandansweringquestions creatingmentalimages findingthemainideaofatext inferringmeaningfromthewayscommunicationoccursin digitalenvironmentsincludingtheinterplaybetweenwords, images,andsounds bringingsubjectandtechnicalvocabularyandconcept knowledgetonewreadingtasks,selectingandusingtextsfor theirpertinencetothetaskandtheaccuracyoftheirinformation
Identifycharacteristicfeaturesusedin imaginative,informativeandpersuasivetextsto meetthepurposeofthetext(ACELY1690)
Readdifferenttypesoftextsbycombining contextual,semantic,grammaticalandphonic knowledgeusingtextprocessingstrategiesfor examplemonitoringmeaning,crosschecking andreviewing(ACELY1691)
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Usecomprehensionstrategiestobuildliteral andinferredmeaningtoexpandcontent knowledge,integratingandlinkingideasand analysingandevaluatingtexts(ACELY1692)
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Understandhowtextsaremadecohesive throughtheuseoflinkingdevicesincluding pronounreferenceandtextconnectives (ACELA1491)
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knowinghowauthorsconstructtextsthatarecohesiveand coherentthroughtheuseof:pronounsthatlinktosomething previouslymentioneddeterminers(forexamplethis,that, these,those,the,)textconnectivesthatcreatelinksbetween sentences(forexamplehowever,therefore,nevertheless,in addition,bycontrast,insummary) identifyinghowparticipantsaretrackedthroughatextby,for example,usingpronounstoreferbacktonoungroups/phrases describinghowtextsconnectiveslinksectionsofatext providingsequencesthroughtime,forexamplefirstly,then, next,andfinally creatingricher,morespecificdescriptionsthroughtheuseof noungroups/phrases(forexample,innarrativetexts,theirvery oldSiamesecatinreports,'itsextremelyhighmountain ranges') buildingetymologicalknowledgeaboutwordorigins(for example'thermometer')andbuildingvocabularyfromresearch abouttechnicalandsubjectspecifictopics
Understandthatthemeaningofsentencescan beenrichedthroughtheuseofnoun groups/phrasesandverbgroups/phrasesand prepositionalphrases(ACELA1493) Incorporatenewvocabularyfromarangeof sourcesintostudentsowntextsincluding vocabularyencounteredinresearch (ACELA1498) Understandhowtousestrategiesforspelling words,includingspellingrules,knowledgeof morphemicwordfamilies,spelling generalisations,andlettercombinations includingdoubleletters(ACELA1779)
usingphonologicalknowledge(forexamplelongvowelpatterns inmultisyllabicwords)consonantclusters(forexample 'straight','throat','screen','squawk') usingvisualknowledge(forexamplediphthongsinmore complexwordsandotherambiguousvowelsounds,asin'oy', 'oi','ou','ow','ould','u','ough','au','aw')silentbeginning consonantpatterns(forexample'gn'and'kn') applyinggeneralisations,forexampledoubling(forexample 'running')'e'drop(forexample'hoping') usingmeaningandcontextwhenspellingwords(forexample whendifferentiatingbetweenhomophonessuchasto,too, two exploringtextstoidentifytheuseofquotationmarks experimentingwiththeuseofquotationmarksinstudentsown writing
Recognisehomophonesandknowhowtouse contexttoidentifycorrectspelling(ACELA1780)
Recognisehowquotationmarksareusedin textstosignaldialogue,titlesandquoted (direct)speech(ACELA1492) Literature Createliterarytextsbydevelopingstorylines, charactersandsettings(ACELT1794)
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Elaborations
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collaborativelyplan,compose,sequenceandpreparealiterary textalongafamiliarstoryline,usingfilm,soundandimagesto conveysetting,charactersandpointsofdramaintheplot drawinguponliterarytextsstudentshaveencounteredand experimentingwithchangingparticularaspects,forexamplethe timeorplaceofthesetting,addingcharactersorchangingtheir personalities,orofferinganalternativepointofviewonkey ideas
Createliterarytextsthatexplorestudentsown experiencesandimagining(ACELT1607)
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Literacy Plan,draftandpublishimaginative,informative andpersuasivetextscontainingkey informationandsupportingdetailsfora wideningrangeofaudiences,demonstrating increasingcontrolovertextstructuresand languagefeatures(ACELY1694)
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Elaborations
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usingresearchfromprintanddigitalresourcestogatherideas, integratinginformationfromarangeofsourcesselectingtext structureandplanninghowtogroupideasintoparagraphsto sequencecontent,andchoosingvocabularytosuittopicand communicationpurpose usingappropriatesimple,compoundandcomplexsentences toexpressandcombineideas usinggrammaticalfeaturesincludingdifferenttypesofverb groups/phrases,noungroups/phrases,adverbgroups/phrases andprepositionalphrasesforeffectivedescriptionsasrelated topurposeandcontext(forexample,developmentofa charactersactionsoradescriptioninareport) revisingwrittentexts:editingforgrammaticalandspelling accuracyandclarityofthetext,toimprovetheconnection betweenideasandtheoverallflowofthepiece usinghandwritingfluencywithspeedforawiderangeoftasks
Rereadandeditformeaningbyadding, deletingormovingwordsorwordgroupsto improvecontentandstructure(ACELY1695) Writeusingclearlyformedjoinedletters,and developincreasedfluencyandautomaticity (ACELY1696) Usearangeofsoftwareincludingword processingprogramstoconstruct,editand publishwrittentext,andselect,editandplace visual,printandaudioelements(ACELY1697) Speakingandlistening Language UnderstandthatStandardAustralianEnglishis oneofmanysocialdialectsusedinAustralia, andthatwhileitoriginatedinEnglandithas beeninfluencedbymanyotherlanguages (ACELA1487)
identifyingandselectingappropriatesoftwareprogramsfor constructingtext
Elaborations
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identifyingwordsusedinStandardAustralianEnglishthatare derivedfromotherlanguages,includingAboriginalandTorres StraitIslanderlanguages,anddeterminingiftheoriginal meaningisreflectedinEnglishusage,forexamplekangaroo, tsunami,typhoon,amok,orangutan identifyingcommonlyusedwordsderivedfromothercultures
Understandthatsocialinteractionsinfluence thewaypeopleengagewithideasand respondtoothersforexamplewhenexploring andclarifyingtheideasofothers,summarising theirownviewsandreportingthemtoalarger group(ACELA1488)
recognisingthatwecanuselanguagedifferentlywithour friendsandfamilies,butthatStandardAustralianEnglishis typicallyusedinwrittenschooltextsandmoreformalcontexts recognisingthatlanguageisadjustedindifferentcontexts,for exampleindegreeofformalitywhenmovingbetweengroup discussionsandpresentingagroupreport understandinghowage,status,expertiseandfamiliarity influencethewaysinwhichweinteractwithpeopleandhow thesecodesandconventionsvaryacrosscultures recognisingtheimportanceofusinginclusivelanguage
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Understanddifferencesbetweenthelanguage ofopinionandfeelingandthelanguageof factualreportingorrecording(ACELA1489) Literature Discussliteraryexperienceswithothers, sharingresponsesandexpressingapointof view(ACELT1603)
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identifyingwaysthinkingverbsareusedtoexpressopinion,for exampleIthink,Ibelieve,andwayssummaryverbsareused toreportfindings,forexampleweconcluded
Elaborations
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sharinganddiscussingstudentsownandothers understandingoftheeffectsofparticularliterarytechniqueson theirappreciationoftexts drawingcomparisonsbetweenmultipletextsandstudents ownexperiences.Commentingorally,inwrittenformandin digitalreviewsonaspectssuchas:'DoIrecognisethisinmy ownworld?''Howisthistextsimilartoordifferentfromother textsIveread?''Howcommonisittohumanexperienceinthe realworld?''Whatnewideasdoesitbring?'Howdotheyfit withwhatIbelieve?'
Literacy Interpretideasandinformationinspokentexts andlistenforkeypointsinordertocarryout tasksanduseinformationtoshareandextend ideasandinformation(ACELY1687)
Elaborations
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makingnotesaboutatask,askingquestionstoclarifyorfollow upinformation,andseekingassistanceifrequired discussinglevelsoflanguageslang,colloquial(everyday) andformallanguageandhowtheirappropriateness changeswiththesituationandaudience.Presentingideasand opinionsatlevelsofformalityappropriatetothecontextand audience participatinginpair,group,classandschoolspeakingand listeningsituations,includinginformalconversations,class discussionsandpresentations developingappropriatespeakingandlisteningbehaviours includingacknowledgingandextendingotherscontributions, presentingideasandopinionsclearlyandcoherently choosingavarietyofappropriatewordsandprepositional phrases,includingdescriptivewordsandsometechnical vocabulary,tocommunicatemeaningaccurately exploringtheeffectsofchangingvoicetone,volume,pitchand paceinformalandinformalcontexts reportingonatopicinanorganisedmanner,providingrelevant factsanddescriptivedetailtoenhanceaudience understanding,andbeginningtorefertoreliablesourcesto supportclaims
Useinteractionskillssuchasacknowledging anotherspointofviewandlinkingstudents responsetothetopic,usingfamiliarandnew vocabularyandarangeofvocaleffectssuchas tone,pace,pitchandvolumetospeakclearly andcoherently(ACELY1688)
Plan,rehearseanddeliverpresentations incorporatinglearnedcontentandtakinginto accounttheparticularpurposesandaudiences (ACELY1689)
Readingandviewing
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BytheendofLevel4,studentsunderstandthattextshavedifferentstructuresdependingonthepurposeandaudience.They explainhowlanguagefeatures,imagesandvocabularyareusedtoengagetheinterestofaudiences.Theydescribeliteral andimpliedmeaningconnectingideasindifferenttexts.Theyexpresspreferencesforparticulartexts,andrespondtoothers viewpoints. Writing Studentsuselanguagefeaturestocreatecoherenceandadddetailtotheirtexts.Theyunderstandhowtoexpressanopinion basedoninformationinatext.Theycreatetextsthatshowunderstandingofhowimagesanddetailcanbeusedtoextend keyideas.Studentscreatestructuredtextstoexplainideasfordifferentaudiences.Theydemonstrateunderstandingof grammar,selectvocabularyfromarangeofresourcesanduseaccuratespellingandpunctuation,editingtheirworkto improvemeaning. Speakingandlistening Studentslistenforkeypointsindiscussions.Theyuselanguagefeaturestocreatecoherenceandadddetailtotheirtexts. Theyunderstandhowtoexpressanopinionbasedoninformationinatext.Theycreatetextsthatshowunderstandingofhow imagesanddetailcanbeusedtoextendkeyideas.Studentscreatestructuredtextstoexplainideasfordifferentaudiences. Theymakepresentationsandcontributeactivelytoclassandgroupdiscussions,varyinglanguageaccordingtocontext.
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Level5
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels5and6,studentscommunicatewithpeersandteachersfromotherclassesandschools,community members,andindividualsandgroups,inarangeoffacetofaceandonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpretandevaluatespoken,writtenand multimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.These includevarioustypesofmediatextsincludingnewspapers,filmanddigitaltexts,juniorandearlyadolescentnovels, poetry,nonfiction,anddramaticperformances.

LiterarytextsthatsupportandextendstudentsinLevels5and6asindependentreadersdescribecomplexsequences,a rangeofnonstereotypicalcharactersandelaboratedeventsincludingflashbacksandshiftsintime.Thesetextsexplore themesofinterpersonalrelationshipsandethicaldilemmaswithinrealworldandfantasysettings.Informativetexts supplytechnicalandcontentinformationaboutawiderangeoftopicsofinterestaswellastopicsbeingstudiedinother areasofthecurriculum.Textstructuresincludechapters,headingsandsubheadings,tablesofcontents,indexesand glossaries.Languagefeaturesincludecomplexsentences,unfamiliartechnicalvocabulary,figurativelanguage,and informationpresentedinvarioustypesofgraphics. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,explanationsanddiscussions.
Readingandviewing Language Understandhowtextsvaryinpurpose, structureandtopicaswellasthe degreeofformality(ACELA1504) Elaborations
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becomingfamiliarwiththetypicalstagesandlanguagefeaturesofsuch texttypesas:narrative,procedure,exposition,explanation,discussion andinformativetextandhowtheycanbecomposedandpresentedin written,digitalandmultimediaforms
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Investigatehowtheorganisationof textsintochapters,headings, subheadings,homepagesandsub pagesforonlinetextsandaccordingto chronologyortopiccanbeusedto predictcontentandassistnavigation (ACELA1797) Explainsequencesofimagesinprint textsandcomparethesetotheways hyperlinkeddigitaltextsareorganised, explainingtheireffectonviewers interpretations(ACELA1511) Understandhowtousebanksof knownwords,aswellaswordorigins, prefixesandsuffixes,tolearnand spellnewwords(ACELA1513)
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interpretingnarrativetextstoldaswordlesspicturebooks identifyingandcomparingsequencesofimagesrevealedthrough differenthyperlinkchoices
learningthatmanycomplexwordswereoriginallyhyphenatedbuthave becomeprefixedasinuncommon,renewemailandrefine talkingabouthowsuffixeschangeovertimeandnewformsareinvented toreflectchangingattitudestogender,forexamplepolicewoman, salespersonairhostess/stewardorflightattendant usingknowledgeofwordoriginsandrootsandrelatedwordsto interpretandspellunfamiliarwords,andlearningabouthowtheseroots impactonplurals
Recogniseuncommonplurals,for examplefoci(ACELA1514)
Literature Recognisethatideasinliterarytexts canbeconveyedfromdifferent viewpoints,whichcanleadtodifferent kindsofinterpretationsandresponses (ACELT1610)
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identifyingthenarrativevoice(thepersonorentitythroughwhomthe audienceexperiencesthestory)inaliterarywork,discussingtheimpact offirstpersonnarrationonempathyandengagement examiningtextswrittenfromdifferentnarrativepointsofviewand discussingwhatinformationtheaudiencecanaccess,howthisimpacts ontheaudiencessympathies,andwhyanauthormightchoosea particularnarrativepointofview examiningthenarrativevoiceintextsfromAboriginalandTorresStrait Islandertraditions,whichincludeperspectivesofanimalsandspirits, abouthowweshouldcarefortheEarth,forexamplereflectingonhow thisaffectssignificance,interpretationandresponse describinghowaspectsofliterature,forexamplevisuals,symbolic elements,dialogueandcharacterdescriptions,canconveyinformation aboutculturalelements,suchasbeliefs,traditionsandcustoms identifyingvariabilitywithinculturalcontextsinliterarytexts,recognising thediversityofpeoplesexperienceswithinaculturalgroupsuchas differencesinsettingandlifestylebetweenurbanandremoteAboriginal andTorresStraitIslanderpeoples
Identifyaspectsofliterarytextsthat conveydetailsorinformationabout particularsocial,culturalandhistorical contexts(ACELT1608)
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Understand,interpretandexperiment withsounddevicesandimagery, includingsimile,metaphorand personification,innarratives,shape poetry,songs,anthemsandodes (ACELT1611)
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discussinghowfigurativelanguageincludingsimileandmetaphorcan makeuseofacomparisonbetweendifferentthings,forexampleMy loveislikeared,redroseTyger!,Tyger!burningbright,Intheforestsof thenightandhowbyappealingtotheimagination,itprovidesnew waysoflookingattheworld investigatingthequalitiesofcontemporaryprotestsongs,forexample thoseaboutIndigenouspeoplesandthoseabouttheenvironment
Usemetalanguagetodescribethe effectsofideas,textstructuresand languagefeaturesonparticular audiences(ACELT1795) Literacy Showhowideasandpointsofviewin textsareconveyedthroughtheuseof vocabulary,includingidiomatic expressions,objectiveandsubjective language,andthatthesecanchange accordingtocontext(ACELY1698) Identifyandexplaincharacteristictext structuresandlanguagefeatures usedinimaginative,informativeand persuasivetextstomeetthepurpose ofthetext(ACELY1701) Navigateandreadtextsforspecific purposesapplyingappropriatetext processingstrategies,forexample predictingandconfirming,monitoring meaning,skimmingandscanning (ACELY1702)
orally,inwritingorusingdigitalmedia,givingaconsideredinterpretation andopinionaboutaliterarytext,recognisingthatastudentsviewmay notbesharedbyothersandthatothershaveequalclaimstodivergent views
Elaborations
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identifyingthenarrativevoice(thepersonorentitythroughwhomthe audienceexperiencesthestory)inaliterarywork,discussingtheimpact offirstpersonnarrationonempathyandengagement
explaininghowthefeaturesofatextadvocatingcommunityaction,for exampleactiononalocalareapreservationissue,areusedtomeetthe purposeofthetext
bringingsubjectandtechnicalvocabularyandconceptknowledgeto newreadingtasks selectingandusingtextsfortheirpertinencetothetaskandthe accuracyoftheirinformation usingwordidentification,selfmonitoringandselfcorrectingstrategies toaccessmaterialonlessfamiliartopics,skimmingandscanningto checkthepertinenceofparticularinformationtostudentstopicandtask readingawiderangeofimaginative,informativeandpersuasivetextsfor pleasureandtofindanduseinformation usingresearchskillsincludingidentifyingresearchpurpose,locating texts,gatheringandorganisinginformation,evaluatingitsrelativevalue, andtheaccuracyandcurrencyofprintanddigitalsourcesand summarisinginformationfromseveralsources
Usecomprehensionstrategiesto analyseinformation,integratingand linkingideasfromavarietyofprintand digitalsources(ACELY1703) Writing Language
Elaborations
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Understandthatthestartingpointofa sentencegivesprominencetothe messageinthetextandallowsfor predictionofhowthetextwillunfold (ACELA1505) Understandthedifferencebetween mainandsubordinateclausesand thatacomplexsentenceinvolvesat leastonesubordinateclause (ACELA1507)
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observinghowwritersusethebeginningofasentencetosignaltothe readerhowthetextisdeveloping(forexample'Snakesarereptiles.They havescalesandnolegs.Manysnakesarepoisonous.However,in Australiatheyareprotected')
knowingthatthefunctionofcomplexsentencesistomakeconnections betweenideas,suchas:toprovideareason(forexample'Hejumped upbecausethebellrang.')tostateapurpose(forexample'Sheraced homeinordertoconfrontherbrother.')toexpressacondition(for example'Itwillbreakifyoupushit.')tomakeaconcession(forexample 'Shewenttoworkeventhoughshewasnotfeelingwell.')tolinktwo ideasintermsofvarioustimerelations(forexample'Nerofiddledwhile Romeburned.') learninghowtoexpandadescriptionbycombiningarelatedsetof nounsandadjectivesTwooldbrowncattledogssatontheruined frontverandaofthedesertedhouse observinghowdescriptivedetailscanbebuiltuparoundanounoran adjective,formingagroup/phrase(forexample,thisverysmelly cleaningclothinthesinkisanoungroup/phraseandasprettyasthe flowersinMayisanadjectivegroup/phrase) movingfromgeneral,allpurposewords,forexamplecuttomore specificwords,forexampleslice,dice,fillet,segment
Understandhownoun groups/phrasesandadjective groups/phrasescanbeexpandedina varietyofwaystoprovideafuller descriptionoftheperson,place,thing oridea(ACELA1508)
Understandtheuseofvocabularyto expressgreaterprecisionofmeaning, andknowthatwordscanhavedifferent meaningsindifferentcontexts (ACELA1512) Understandhowthegrammatical categoryofpossessivesissignalled throughapostrophesandhowtouse apostropheswithcommonandproper nouns(ACELA1506)
learningthatinStandardAustralianEnglishregularpluralnounsending insformthepossessivebyaddingjusttheapostrophe(forexample myparents'car) learningthatinStandardAustralianEnglishforpropernounsavariant formwithoutthesecondsissometimesfound(forexampleJamess houseorJameshouse)
Literature Createliterarytextsthatexperiment withstructures,ideasandstylistic featuresofselectedauthors (ACELT1798)
Elaborations
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drawinguponfictionelementsinarangeofmodeltextsforexample mainidea,characterisation,setting(timeandplace),narrativepointof viewanddevices,forexamplefigurativelanguage(simile,metaphor, personification),aswellasnonverbalconventionsindigitalandscreen textsinordertoexperimentwithnew,creativewaysofcommunicating ideas,experiencesandstoriesinliterarytexts usingtextswithcomputerbasedgraphics,animationand2Dqualities, considerhowandwhyparticulartraitsforacharacterhavebeenchosen
Createliterarytextsusingrealisticand fantasysettingsandcharactersthat drawontheworldsrepresentedin textsstudentshaveexperienced (ACELT1612) Literacy
Elaborations
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Plan,draftandpublishimaginative, informativeandpersuasiveprintand multimodaltexts,choosingtext structures,languagefeatures,images andsoundappropriatetopurposeand audience(ACELY1704)
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usingresearchfromprintanddigitalresourcestogatherandorganise informationforwriting selectinganappropriatetextstructureforthewritingpurposeand sequencingcontentaccordingtothattextstructure,introducingthetopic, andgroupingrelatedinformationinwellsequencedparagraphswitha concludingstatement usingvocabulary,includingtechnicalvocabulary,appropriatetopurpose andcontext usingparagraphstopresentandsequenceatext usingappropriategrammaticalfeatures,includingmorecomplex sentencesandrelevantverbtense,pronounreference,adverbandnoun groups/phrasesforeffectivedescriptions editingforflowandsense,organisationofideasandchoiceof language,revisingandtryingnewapproachesifanelementisnot havingthedesiredimpact
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Rereadandeditstudent'sownand othersworkusingagreedcriteriafor textstructuresandlanguagefeatures (ACELY1705) Developahandwritingstylethatis becominglegible,fluentandautomatic (ACELY1706) Usearangeofsoftwareincluding wordprocessingprogramswith fluencytoconstruct,editandpublish writtentext,andselect,editandplace visual,printandaudioelements (ACELY1707) Speakingandlistening Language Understandthatthepronunciation, spellingandmeaningsofwordshave historiesandchangeovertime (ACELA1500)
usinghandwritingwithincreasingfluencyandlegibilityappropriatetoa widerangeofwritingpurposes
writinglettersinprintandbyemail,composingwithincreasingfluency, accuracyandlegibilityanddemonstratingunderstandingofwhatthe audiencemaywanttohear
Elaborations
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recognisingthataknowledgeofwordoriginsisnotonlyinterestinginits ownright,butthatitextendsstudentsknowledgeofvocabularyand spelling exploringexamplesofwordsinwhichpronunciation,writingand meaninghaschangedovertime,includingwordsfromarangeof cultures identifyingwaysinwhichculturesdifferinmakingandrespondingto commonrequests,forexampleperiodsofsilence,degreesofformality
Understandthatpatternsoflanguage interactionvaryacrosssocialcontexts andtypesoftextsandthattheyhelpto signalsocialrolesandrelationships (ACELA1501)
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Understandhowtomovebeyond makingbareassertionsandtake accountofdifferingperspectivesand pointsofview(ACELA1502)
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recognisingthatabareassertion(forexample'It'sthebestfilmthis level')oftenneedstobetemperedby:usingthe'impersonalit'to distanceoneself(forexample'Itcouldbethatitisthebestfilmthis level')recruitinganonymoussupport(forexample'Itisgenerallyagreed thatitisthebestfilmthislevel.')indicatingageneralsourceofthe opinion(forexample'Mostcriticsagreethatitisthebestfilmthislevel.') specifyingthesourceoftheopinion(forexample'DavidandMargaret bothagreethatitisthebestfilmthislevel')andreflectingontheeffectof thesedifferentchoices
Literature Presentapointofviewaboutparticular literarytextsusingappropriate metalanguage,andreflectingonthe viewpointsofothers(ACELT1609) Literacy Clarifyunderstandingofcontentasit unfoldsinformalandinformal situations,connectingideasto studentsownexperiencesand presentandjustifyapointofview (ACELY1699) Useinteractionskills,forexample paraphrasing,questioningand interpretingnonverbalcuesand choosevocabularyandvocaleffects appropriatefordifferentaudiencesand purposes(ACELY1796)
Elaborations
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posinganddiscussingquestions,suchasShouldthischaracterhave behavedastheydid?,andbeginningtomakebalancedjudgments aboutthedilemmascharactersfaceandrelativemeritandharm
Elaborations
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askingspecificquestionstoclarifyaspeakersmeaning,making constructivecommentsthatkeepconversationmoving,reviewingideas expressedandconveyingtentativeconclusions
participatinginpair,group,classandschoolspeakingandlistening situations,includinginformalconversations,discussionsand presentations usingeffectivestrategiesfordialogueanddiscussionincluding speakingclearlyandtothepoint,pausinginappropriateplacesfor otherstorespond,askingpertinentquestionsandlinkingstudentsown responsestothecontributionsofothers choosingvocabularyandsentencestructuresforparticularpurposes includingformalandinformalcontexts,toreportandexplainnew conceptsandtopics,toofferapointofviewandtopersuadeothers experimentingwithvoiceeffectsinformalpresentationssuchastone, volume,pitchandpace,recognisingtheeffectsthesehaveonaudience understanding planningareportonatopic,sequencingideaslogicallyandproviding supportingdetail,includinggraphics,soundandvisualstoenhance audienceengagementandunderstanding
Plan,rehearseanddeliver presentationsfordefinedaudiences andpurposesincorporatingaccurate andsequencedcontentand multimodalelements(ACELY1700)
Readingandviewing
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English
BytheendofLevel5,studentsexplainhowtextstructuresassistinunderstandingthetext.Theyunderstandhowlanguage features,imagesandvocabularyinfluenceinterpretationsofcharacters,settingsandevents.Theyanalyseandexplainliteral andimpliedinformationfromavarietyoftexts.Theydescribehowevents,charactersandsettingsintextsaredepictedand explaintheirownresponsestothem. Writing Studentsuselanguagefeaturestoshowhowideascanbeextended.Theydevelopandexplainapointofviewaboutatext. Theycreateavarietyofsequencedtextsfordifferentpurposesandaudiences.Whenwriting,theydemonstrate understandingofgrammar,selectspecificvocabularyanduseaccuratespellingandpunctuation,editingtheirworkto providestructureandmeaning. Speakingandlistening Studentslistenandaskquestionstoclarifycontent.Theyuselanguagefeaturestoshowhowideascanbeextended.They developandexplainapointofviewaboutatextselectinginformation,ideasandimagesfromarangeofresources.They createavarietyofsequencedtextsfordifferentpurposesandaudiences.Theymakepresentationsandcontributeactivelyto classandgroupdiscussions,takingintoaccountotherperspectives.
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Level6
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels5and6,studentscommunicatewithpeersandteachersfromotherclassesandschools,community members,andindividualsandgroups,inarangeoffacetofaceandonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpretandevaluatespoken,writtenand multimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.These includevarioustypesofmediatextsincludingnewspapers,filmanddigitaltexts,juniorandearlyadolescentnovels, poetry,nonfictionanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts,includingmediatexts, areinfluencedbycontext,purposeandaudience.

LiterarytextsthatsupportandextendstudentsinLevels5and6asindependentreadersdescribecomplexsequences,a rangeofnonstereotypicalcharactersandelaboratedeventsincludingflashbacksandshiftsintime.Thesetextsexplore themesofinterpersonalrelationshipsandethicaldilemmaswithinrealworldandfantasysettings.Informativetexts supplytechnicalandcontentinformationaboutawiderangeoftopicsofinterestaswellastopicsbeingstudiedinother areasofthecurriculum.Textstructuresincludechapters,headingsandsubheadings,tablesofcontents,indexesand glossaries.Languagefeaturesincludecomplexsentences,unfamiliartechnicalvocabulary,figurativelanguage,and informationpresentedinvarioustypesofgraphics. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextssuchasnarratives,procedures, performances,reports,reviews,explanationsanddiscussions.
Readingandviewing Language Elaborations
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Understandhowauthorsofteninnovate ontextstructuresandplaywith languagefeaturestoachieveparticular aesthetic,humorousandpersuasive purposesandeffects(ACELA1518)
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exploringarangeofeveryday,community,literaryandinformativetexts discussingelementsoftextstructureandlanguagefeaturesand comparingtheoverallstructureandeffectofauthorschoicesintwoor moretexts examiningdifferentworksbyanauthorwhospecialisesinhumouror pathostoidentifystrategiessuchasexaggerationandcharacter embarrassmenttoamuseandtoofferinsightsintocharacters feelings,sobuildingempathywiththeirpointsofviewandconcernfor theirwelfare observinghowsequentialeventscanberepresentedvisuallybya seriesofimages,includingcomicstrips,timelines,photostories, procedurediagramsandflowcharts,lifecyclediagrams,andtheflowof imagesinpicturebooks observinghowconcepts,informationandrelationshipscanbe representedvisuallythroughsuchimagesastables,maps,graphs, diagrams,andicons
Identifyandexplainhowanalytical imageslikefigures,tables,diagrams, mapsandgraphscontributetoour understandingofverbalinformationin factualandpersuasivetexts (ACELA1524)
Literature Analyseandevaluatesimilaritiesand differencesintextsonsimilartopics, themesorplots(ACELT1614)
Elaborations
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exploringtextsonasimilartopicbyauthorswithverydifferentstyles,for examplecomparingfantasyquestnovelsorrealisticnovelsona specifictheme,identifyingdifferencesintheuseofnarrator,narrative structureandvoiceandlanguagestyleandregister exploringtwoormoretextsbythesameauthor,drawingoutthe similarities,forexamplesubjectortheme,characterisation,text structure,plotdevelopment,tone,vocabulary,senseofvoice,narrative pointofview,favouredgrammaticalstructuresandvisualtechniquesin sophisticatedpicturebooks
Identify,describe,anddiscuss similaritiesanddifferencesbetween texts,includingthosebythesame authororillustrator,andevaluate characteristicsthatdefineanauthors individualstyle(ACELT1616) Identifyandexplainhowchoicesin language,forexamplemodality, emphasis,repetitionandmetaphor, influencepersonalresponseto differenttexts(ACELT1615)
notinghowdegreesofpossibilityareopenedupthroughtheuseof modalverbs(forexample,ItmaybeasolutionascomparedtoItcould beasolution),aswellasthroughotherresourcessuchasadverbs(for example,Itspossibly/probably/certainlyasolution),adjectives(for example,Itsapossible/probable/certainsolution)andnouns(for example,Itsapossibility/probability) identifyinghowlanguagechoiceandimagerybuildemotional connectionandengagementwiththestoryortheme describinghowacharactersexperienceexpressedthroughaverse novelimpactsonstudentspersonally,howtheauthorcontrolsthe revelationoftheexperiencesandhowtheversestorybuildsmeaningto itsclimaxwhenweunderstandthewhole
Identifytherelationshipbetween words,sounds,imageryandlanguage patternsinnarrativesandpoetrysuch asballads,limericksandfreeverse (ACELT1617)
Literacy Analysehowtextstructuresand languagefeaturesworktogetherto meetthepurposeofatext (ACELY1711)
Elaborations
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comparingthestructuresandfeaturesofdifferenttexts,includingprint anddigitalsourcesonsimilartopics,andevaluatingwhichfeatures bestaidnavigationandclearcommunicationaboutthetopic
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Analysestrategiesauthorsuseto influencereaders(ACELY1801) Select,navigateandreadtextsfora rangeofpurposes,applying appropriatetextprocessingstrategies andinterpretingstructuralfeatures,for exampletableofcontents,glossary, chapters,headingsandsubheadings (ACELY1712)
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identifyhowauthorsuselanguagetopositionthereaderandgive reasons bringingsubjectandtechnicalvocabularyandconceptknowledgeto newreadingtasks,selecting,evaluatingandusingtextsfortheir pertinencetothetaskandtheaccuracyoftheirinformation usingwordidentification,selfmonitoringandselfcorrectingstrategies usingresearchskillsincludingidentifyingresearchpurpose,locating texts,gatheringandorganisinginformation,evaluatingandusing information identifyingandusingtextsforawiderangeofpurposes,selectingtexts byfavouriteauthorsandtryingnewones makingconnectionsbetweenthetextandstudentsownexperienceor othertexts makingconnectionsbetweeninformationinprintandimages findingspecificliteralinformation usingpriorknowledgeandtextualinformationtomakeinferencesand predictions askingandansweringquestions findingthemainideaofatext summarisingatextorpartofatext
Usecomprehensionstrategiesto interpretandanalyseinformationand ideas,comparingcontentfromavariety oftextualsourcesincludingmediaand digitaltexts(ACELY1713)
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Writing Language Understandthatcohesivelinkscanbe madeintextsbyomittingorreplacing words(ACELA1520)

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Elaborations
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notinghowwritersoftensubstituteageneralwordforamorespecific wordalreadymentioned,thuscreatingacohesivelinkbetweenthe words(forexample,Lookatthoseapples.CanItakethesebigones?, whereonessubstitutesforapples) notinghowwritersoftensubstituteageneralwordforamorespecific wordalreadymentioned,thuscreatingacohesivelinkbetweenthe words(forexample'Lookatthoseapples.CanIhaveone?') recognisinghowcohesioncanbedevelopedthroughrepeatingkey wordsorbyusingsynonymsorantonyms observinghowrelationshipsbetweenconceptscanberepresented visuallythroughsimilarity,contrast,juxtaposition,repetition,class subclassdiagrams,partwholediagrams,causeandeffectfigures, visualcontinuitiesanddiscontinuities
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Investigatehowcomplexsentences canbeusedinavarietyofwaysto elaborate,extendandexplainideas (ACELA1522)
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knowingthatacomplexsentencetypicallyconsistsofamainclause andasubordinateclause knowingthatthefunctionofcomplexsentencesistomakeconnections betweenideas,suchas:toprovideareason(forexample'Hejumped upbecausethebellrang')tostateapurpose(forexample'Sheraced homeinordertoconfrontherbrother')toexpressacondition(for example'Itwillbreakifyoupushit')tomakeaconcession(forexample 'Shewenttoworkeventhoughshewasnotfeelingwell')tolinktwo ideasintermsofvarioustimerelations(forexample'Nerofiddledwhile Romeburned') knowingthatverbsoftenrepresentactionsandthatthechoiceofmore expressiveverbsmakesanactionmorevivid(forexample'Sheateher lunch'comparedto'Shegobbledupherlunch') knowingthatadverbgroups/phrasesandprepositionalphrasescan provideimportantdetailsaboutahappening(forexample,Atnine o'clockthebuzzerrangloudlythroughouttheschool)orstate(for example,Thetigerisamemberofthecatfamily) knowingthedifferencebetweenthesimplepresenttense(forexample 'Pandaseatbamboo.')andthesimplepasttense(forexample'She replied.') knowingthatthesimplepresenttenseistypicallyusedtotalkabout eitherpresentstates(forexample,HelivesinDarwin)oractionsthat happenregularlyinthepresent(forexample,Hewatchestelevision everynight)orthatrepresenttimelesshappenings,asininformation reports(forexample,Bearshibernateinwinter) knowingthattherearevariouswaysinEnglishtorefertofuturetime(for example'Shewillcallyoutomorrow''Iamgoingtothemovies tomorrow''TomorrowIleaveforHobart') identifying(forexamplefromreviews)thewaysinwhichevaluative languageisusedtoassessthequalitiesofthevariousaspectsofthe workinquestion
Understandhowideascanbe expandedandsharpenedthrough carefulchoiceofverbs,elaborated tensesandarangeofadverb groups/phrases(ACELA1523)
Investigatehowvocabularychoices, includingevaluativelanguagecan expressshadesofmeaning,feeling andopinion(ACELA1525) Understandhowtousebanksof knownwords,wordorigins,base words,suffixesandprefixes, morphemes,spellingpatternsand generalisationstolearnandspellnew words,forexampletechnicalwords andwordsadoptedfromother languages(ACELA1526) Understandtheusesofcommasto separateclauses(ACELA1521) Literature
adoptingarangeofspellingstrategiestorecallandattempttospell newwords usingadictionarytocorrectstudentsownspelling
identifyingdifferentusesofcommasintexts
Elaborations
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Experimentwithtextstructuresand languagefeaturesandtheireffectsin creatingliterarytexts,forexample, usingimagery,sentencevariation, metaphorandwordchoice (ACELT1800) Createliterarytextsthatadaptor combineaspectsoftextsstudents haveexperiencedininnovativeways (ACELT1618)
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selectingandusingsensorylanguagetoconveyavividpictureof places,feelingsandeventsinasemistructuredverseform
creatingnarrativesinwritten,spokenormultimodal/digitalformatfor morethanonespecifiedaudience,requiringadaptationofnarrative elementsandlanguagefeatures planningandcreatingtextsthatentertain,inform,inspireand/or emotionallyengagefamiliarandlessfamiliaraudiences
Literacy Comparetextsincludingmediatexts thatrepresentideasandeventsin differentways,explainingtheeffectsof thedifferentapproaches(ACELY1708) Plan,draftandpublishimaginative, informativeandpersuasivetexts, choosingandexperimentingwithtext structures,languagefeatures,images anddigitalresourcesappropriateto purposeandaudience(ACELY1714) Rereadandeditstudentsownand othersworkusingagreedcriteriaand explainingeditingchoices (ACELY1715) Developahandwritingstylethatis legible,fluentandautomaticandvaries accordingtoaudienceandpurpose (ACELY1716) Usearangeofsoftware,including wordprocessingprograms,learning newfunctionsasrequiredtocreate texts(ACELY1717) Speakingandlistening Language
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identifyingandexploringnewsreportsofthesameevent,anddiscuss thelanguagechoicesandpointofviewofthewriters usingdisplayadvertisingasatopicvehicleforcloseanalysisofthe waysimagesandwordscombinefordeliberateeffectincluding examplesfromthecountriesofAsia(forexamplecomparingHollywood filmposterswithIndianBollywoodfilmposters) creatinginformativetextsfortwodifferentaudiences,suchasavisiting academicandaLevel3class,thatexploreanaspectofbiodiversity usingrhetoricaldevices,images,surprisetechniquesandjuxtaposition ofpeopleandideasandmodalverbsandmodalauxiliariestoenhance thepersuasivenatureofatext,recognisingandexploitingaudience susceptibilities
editingforcoherence,sequence,effectivechoiceofvocabulary,opening devices,dialogueanddescription,humourandpathos,asappropriate tothetaskandaudience
usinghandwritingefficientlyasatoolforawiderangeofformaland informaltextcreationtasks
selectingandcombiningsoftwarefunctionsasneededtocreatetexts
Elaborations
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Understandthatdifferentsocialand geographicaldialectsoraccentsare usedinAustraliainadditionto StandardAustralianEnglish (ACELA1515)
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recognisingthattherearemorethan150Aboriginallanguagesandtwo TorresStraitIslanderlanguagesandthattheyrelatetogeographic areasinAustralia recognisingthatalllanguagesanddialectsareofequalvalue,although weusedifferentonesindifferentcontexts,forexampletheuseof StandardAustralianEnglish,AboriginalEnglishandformsofCreole usedbysomeTorresStraitIslandergroupsandsomeofAustralias nearneighbours identifyandappreciatedifferencesinlanguageusedindiversefamily settings
Understandthatstrategiesfor interactionbecomemorecomplexand demandingaslevelsofformalityand socialdistanceincrease(ACELA1516) Understandtheusesofobjectiveand subjectivelanguageandbias (ACELA1517)
understandingwhenitisappropriatetosharefeelingsandopinions (forexampleinapersonalrecount)andwhenitisappropriatetoremain moreobjective(forexampleinafactualrecount) differentiatingbetweenreportingthefacts(forexampleinanewsstory) andprovidingacommentary(forexampleinaneditorial)
Literature Makeconnectionsbetweenstudents ownexperiencesandthoseof charactersandeventsrepresentedin textsdrawnfromdifferenthistorical, socialandculturalcontexts (ACELT1613)
Elaborations
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recognisingtheinfluenceourdifferenthistorical,socialandcultural experiencesmayhaveonthemeaningwemakefromthetextandthe attitudeswemaydeveloptowardscharacters,actionsandevents
Literacy Participateinandcontributeto discussions,clarifyingand interrogatingideas,developingand supportingarguments,sharingand evaluatinginformation,experiences andopinions(ACELY1709)
Elaborations
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usingstrategies,forexamplepausing,questioning,rephrasing, repeating,summarising,reviewingandaskingclarifyingquestions exploringpersonalreasonsforacceptanceorrejectionofopinions offeredandlinkingthereasonstothewayourculturalexperiencescan affectourresponses recognisingthatclosedquestionsaskforpreciseresponseswhile openquestionspromptaspeakertoprovidemoreinformation
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Useinteractionskills,varying conventionsofspokeninteractions suchasvoicevolume,tone,pitchand pace,accordingtogroupsize,formality ofinteractionandneedsandexpertise oftheaudience(ACELY1816)
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participatinginpair,group,class,schoolandcommunityspeakingand listeningsituations,includinginformalconversations,discussions, debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninrangeof familiarandnewcontexts,includingspeakingclearlyandcoherently andatappropriatelength,acknowledgingandextendingthe contributionsofothers,askingpertinentquestionsandanswering othersquestions choosingvocabularyandspokentextandsentencestructuresfor particularpurposesandaudiences,adaptinglanguagechoicestomeet theperceivedaudienceneeds,suchasrecountinganexcursiontoa youngerclassorwelcomingavisitortoaschoolfunction experimentingwithvoiceeffectsfordifferentaudiencesandpurposes, suchastone,volume,pitchandpace,recognisingtheeffectsthese haveonaudienceunderstandingandengagement usingtechnologiestocollaborativelyprepareahumorous,dynamic groupviewonadebatabletopic,suchasKidsshouldbeallowedto readandviewwhattheylike,tobepresentedtoteachersandparents
Plan,rehearseanddeliver presentations,selectingand sequencingappropriatecontentand multimodalelementsfordefined audiencesandpurposes,making appropriatechoicesformodalityand emphasis(ACELY1710)
Readingandviewing BytheendofLevel6,studentsunderstandhowtheuseoftextstructurescanachieveparticulareffects.Theyanalyseand explainhowlanguagefeatures,imagesandvocabularyareusedbydifferentauthorstorepresentideas,charactersand events.Theycompareandanalyseinformationindifferenttexts,explainingliteralandimpliedmeaning.Theyselectanduse evidencefromatexttoexplaintheirresponsetoit. Writing Studentsunderstandhowlanguagefeaturesandlanguagepatternscanbeusedforemphasis.Theyshowhowspecific detailscanbeusedtosupportapointofview.Theyexplainhowtheirchoicesoflanguagefeaturesandimagesareused. Theycreatedetailedtextselaboratinguponkeyideasforarangeofpurposesandaudiences.Theydemonstrate understandingofgrammar,makeconsideredchoicesfromanexpandingvocabulary,use,accuratespellingandpunctuation forclarityandmakeandexplaineditorialchoices. Speakingandlistening Studentslistentodiscussions,clarifyingcontentandchallengingothersideas.Theyunderstandhowlanguagefeaturesand languagepatternscanbeusedforemphasis.Theyshowhowspecificdetailscanbeusedtosupportapointofview.They explainhowtheirchoicesoflanguagefeaturesandimagesareused.Theycreatedetailedtexts,elaboratingonkeyideasfor arangeofpurposesandaudiences.Theymakepresentationsandcontributeactivelytoclassandgroupdiscussions,using avarietyofstrategiesforeffect.
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Level7
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels7and8,studentscommunicatewithpeers,teachers,individuals,groupsandcommunitymembersinarange offacetofaceandonline/virtualenvironments.Theyexperiencelearninginbothfamiliarandunfamiliarcontextsthat relatetotheschoolcurriculum,localcommunity,regionalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpret,evaluateandperformarangeof spoken,writtenandmultimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformand persuade.Theseincludevarioustypesofmediatextsincludingnewspapers,magazinesanddigitaltexts,early adolescentnovels,nonfiction,poetryanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts, includingmediatexts,areinfluencedbycontext,purposeandaudience.

LiterarytextsthatsupportandextendstudentsinLevels7and8asindependentreadersaredrawnfromarangeof realistic,fantasy,speculativefictionandhistoricalgenresandinvolvesomechallengingandunpredictableplot sequencesandarangeofnonstereotypicalcharacters.Thesetextsexplorethemesofinterpersonalrelationshipsand ethicaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextspresent technicalandcontentinformationfromvarioussourcesaboutspecialisedtopics.Textstructuresaremorecomplex includingchapters,headingsandsubheadings,tablesofcontents,indexesandglossaries.Languagefeaturesinclude successivecomplexsentenceswithembeddedclauses,unfamiliartechnicalvocabulary,figurativeandrhetorical language,andinformationsupportedbyvarioustypesofgraphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftexts,forexamplenarratives,procedures, performances,reportsanddiscussions,andarebeginningtocreateliteraryanalysesandtransformationsoftexts.
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Analysehowpointofviewisgeneratedinvisualtexts bymeansofchoices,forexamplegaze,angleand socialdistance(ACELA1764)
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comparingchoicesforpointofviewinanimations, advertisementsandotherpersuasivetexts comparinghowdifferentadvertisementsusevisual elementstoadvertisethesameproduct experimentingwithdigitalstorytellingconventionsto createpersonalreflectionsonsharedexperiences
Investigatevocabularytypicalofextendedandmore academictextsandtheroleofabstractnouns, classification,descriptionandgeneralisationin buildingspecialisedknowledgethroughlanguage (ACELA1537) Understandhowlanguageisusedtoevaluatetexts andhowevaluationsaboutatextcanbesubstantiated byreferencetothetextandothersources (ACELA1782)

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defendingpointsofviewinreadingcirclediscussions respondingtopointsofviewbydevelopingand elaboratingonothersresponses buildingaknowledgebaseaboutwordsofevaluation, includingwordstoexpressemotionalresponsesto texts,judgmentofcharactersandtheiractions,and appreciationoftheaestheticqualitiesoftext learningaboutthestructureofthebookorfilmreview andhowitmovesfromcontextdescriptiontotext summaryandthentoatextjudgment
Understandandexplainhowthetextstructuresand languagefeaturesoftextsbecomemorecomplexin informativeandpersuasivetextsandidentify underlyingstructuressuchastaxonomies,causeand effect,andextendedmetaphors(ACELA1531) Literature Recogniseandanalysethewaysthat characterisation,eventsandsettingsarecombinedin narratives,anddiscussthepurposesandappealof differentapproaches(ACELT1622)
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analysingandexplainingthestructureandfeaturesof shortstoriesdiscussingthepurposesandappealof differentauthorialchoicesforstructureandlanguage exploringtraditionalstoriesfromAsiaanddiscussing theirengagingfeatures,forexampleuseoftheoral mode,visualelements,verse,useofpuppetstoconvey thenarrative analysingwritersdepictionsofchallengesintexts,for examplethosefacedbyAboriginalandTorresStrait Islanderpeople discussingatextsintendedaudience,whetherthetext istypicalofitstypeandwhetherithasfulfilledits purpose identifyingstereotypes,prejudiceandoversimplifications intexts exploringethicalissuesinliterarytextsdrawingona rangeofexamplesfromthetextstoillustrateand substantiatetheviewsexpressed
Comparethewaysthatlanguageandimagesare usedtocreatecharacter,andtoinfluenceemotions andopinionsindifferenttypesoftexts(ACELT1621)
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Understand,interpretanddiscusshowlanguageis compressedtoproduceadramaticeffectinfilmor drama,andtocreatelayersofmeaninginpoetry,for examplehaiku,tankas,couplets,freeverseandverse novels(ACELT1623) Discussaspectsoftexts,forexampletheiraesthetic andsocialvalue,usingrelevantandappropriate metalanguage(ACELT1803) Literacy Analyseandexplainthewaystextstructuresand languagefeaturesshapemeaningandvaryaccording toaudienceandpurpose(ACELY1721) Elaborations
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experiencingthesoundandrhythmofpoetryandusing metalanguage,forexamplerefrain,chanttodiscuss thelayersofmeaningthatarecreated
identifyingthepurposeandpossibleaudienceforatext explainingtherelationshipbetweentextfeaturesand structuresandaudienceandpurpose,suchas identifyingwhichgroupwouldbethemostlikelytargetfor theinformationinanadvertisementandjustifyingwhyon thebasisoftextualfeatures
Comparethetextstructuresandlanguagefeaturesof multimodaltexts,explaininghowtheycombineto influenceaudiences(ACELY1724) Usepriorknowledgeandtextprocessingstrategiesto interpretarangeoftypesoftexts(ACELY1722)

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identifyingcauseandeffectinexplanationsandhow theseareusedtoconvinceanaudienceofacourseof action inferringthetoneandemotionalintentofacharacterin dialogueinanarrative
Usecomprehensionstrategiestointerpret,analyse andsynthesiseideasandinformation,critiquing ideasandissuesfromavarietyoftextualsources (ACELY1723) Analyseandexplaintheeffectoftechnological innovationsontexts,particularlymediatexts (ACELY1765)

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investigatingtheinfluenceonwrittenlanguageof communicativetechnologieslikeSMS,text,emailand Twitter analysingtheimpactofinteractiveelementsofdigital magazines
Writing Language Understandthatthecoherenceofmorecomplextexts reliesondevicesthatsignaltextstructureandguide readers,forexampleoverviews,initialandconcluding paragraphsandtopicsentences,indexesorsite mapsorbreadcrumbtrailsforonlinetexts (ACELA1763)

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analysingthestructureofmediatextssuchastelevision newsitemsandbroadcastsandvarioustypesof newspaperandmagazinearticles writingstructuredparagraphsforuseinarangeof academicsettingssuchasparagraphresponses, reportsandpresentations
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Understandtheuseofpunctuationtosupport meaningincomplexsentenceswithprepositional phrasesandembeddedclauses(ACELA1532) Recogniseandunderstandthatsubordinateclauses embeddedwithinnoungroups/phrasesarea commonfeatureofwrittensentencestructuresand increasethedensityofinformation(ACELA1534) Understandhowmodalityisachievedthrough discriminatingchoicesinmodalverbs,adverbs, adjectivesandnouns(ACELA1536) Understandhowtousespellingrulesandword origins,forexampleGreekandLatinroots,base words,suffixes,prefixes,spellingpatternsand generalisationstolearnnewwordsandhowtospell them(ACELA1539) Literature Experimentwithtextstructuresandlanguagefeatures andtheireffectsincreatingliterarytexts,forexample, usingrhythm,soundeffects,monologue,layout, navigationandcolour(ACELT1805)
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discussinghowqualifyingstatementsaddmeaningto opinionsandviewsinspokentexts
identifyingandexperimentingwitharangeofclause typesanddiscussingtheeffectoftheseinthe expressionanddevelopmentofideas
observinganddiscussinghowasenseofcertainty, probabilityandobligationiscreatedintexts
Elaborations
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experimentingwithdifferentnarrativestructuressuchas theepistolaryform,flashback,multipleperspectives transformingfamiliarprintnarrativesintoshortvideoor filmnarratives,drawingonknowledgeofthetypeoftext andpossibleadaptationsnecessarytoanewmode drawingonliteratureandlifeexperiencestocreatea poem,forexampleballad,seriesofhaiku usingaspectsoftextsinimaginativerecreationssuchas resituatingacharacterfromatextinanewsituation imaginingacharacterslifeevents(forexample misadventuresorganisedretrospectivelytobe presentedasaseriesofflashbacksinscripted monologuesupportedbysingleimages),makinga sequelorprequelorrewritinganending creatingchaptersforanautobiography,shortstoryor diary
Createliterarytextsthatadaptstylisticfeatures encounteredinothertexts,forexample,narrative viewpoint,structureofstanzas,contrastand juxtaposition(ACELT1625)
Literacy Plan,draftandpublishimaginative,informativeand persuasivetexts,selectingaspectsofsubjectmatter andparticularlanguage,visual,andaudiofeaturesto conveyinformationandideas(ACELY1725)
Elaborations
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compilingaportfoliooftextsinarangeofmodesrelated toaparticularconcept,purposeoraudience,forexample aclassanthologyofpoemsorstories usingappropriatetextualconventions,createscriptsfor interviews,presentations,advertisementsandradio segments writinganddeliveringpresentationswithspecific rhetoricaldevicestoengageanaudience
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Editformeaningbyremovingrepetition,refining ideas,reorderingsentencesandaddingor substitutingwordsforimpact(ACELY1726) Consolidateapersonalhandwritingstylethatis legible,fluentandautomaticandsupportswritingfor extendedperiods(ACELY1727) Usearangeofsoftware,includingwordprocessing programs,toconfidentlycreate,editandpublish writtenandmultimodaltexts(ACELY1728)
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usingcollaborativetechnologiestojointlyconstructand edittexts
understandingconventionsassociatedwithparticular kindsofsoftwareandusingthemappropriately,for examplesynthesisinginformationandideasindot pointsandsequencinginformationinpresentationsor timingscenesinanimation
Speakingandlistening Language Understandthewaylanguageevolvestoreflecta changingworld,particularlyinresponsetotheuseof newtechnologyforpresentingtextsand communicating(ACELA1528)

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exploringlanguagesanddialectsthroughbuilding webcamrelationshipswithschoolsacrossAustraliaand Asia investigatingchangesinworduseandmeaningover timeandsomeofthereasonsforthesechanges,for exampletheinfluenceonspellingandvocabularyofnew formsofcommunicationliketexting,emoticonsand email buildingadatabaseoflocalidiomsandtheirmeanings, accentsandstylesofspeechfordifferentcontexts, exploringthepossibilitiesofthesechoicesindramaand roleplay,anddiscussingtheirconnectionwithpersonal andsocialidentities developingdialoguesauthentictocharactersincomics, cartoonsandanimations
Understandhowaccents,stylesofspeechand idiomsexpressandcreatepersonalandsocial identities(ACELA1529)
Literature Identifyandexploreideasandviewpointsabout events,issuesandcharactersrepresentedintexts drawnfromdifferenthistorical,socialandcultural contexts(ACELT1619)
Elaborations
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buildingknowledge,understandingandskillsinrelation tothehistory,culture,andliteraryheritageofAboriginal andTorresStraitIslanderpeoples identifyingandexplainingdifferencesbetweenpointsof viewintexts,forexamplecontrastingthecityandthe bushordifferentperspectivesbasedonculture,gender orage exploringconceptsaboutthecriteriaforheroismand testingthesecriteriainarangeoftexts,includingmore complexoneswheretheheromaybeflawed establishingforumsfordiscussingtherelativemeritsof fictionandfilmtexts comparingpersonalviewpointsontextsandjustifying responsesinactualandvirtualdiscussions
Reflectonideasandopinionsaboutcharacters, settingsandeventsinliterarytexts,identifyingareasof agreementanddifferencewithothersandjustifyinga pointofview(ACELT1620)
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Literacy Identifyanddiscussmainideas,conceptsandpoints ofviewinspokentextstoevaluatequalities,for examplethestrengthofanargumentorthelyrical powerofapoeticrendition(ACELY1719) Useinteractionskillswhendiscussingand presentingideasandinformation,selectingbody language,voicequalitiesandotherelements,(for examplemusicandsound)toaddinterestand meaning(ACELY1804)
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identifying,discussingandinterpretingideasand conceptsthatotherindividualsandgroupsvalue identifyingkeyevidencesupportinganargumentina discussionbetweentwospeakers participatinginpair,group,class,schoolandcommunity speakingandlisteningsituations,includinginformal conversations,discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussionin rangeofformalandinformalcontexts,including speakingclearlyandcoherentlyandatappropriate length,clarifyingandrephrasingcommentsofothers choosingvocabularyandspokentextandsentence structuresforparticularpurposesandaudiences, adaptinglanguagechoicestomeettheperceived audienceneeds,suchasdebatingatopicwithateam fromanotherschool,introducingaspeakerataschool function selectingvoiceeffectsfordifferentaudiencesand purposes,suchastone,volume,pitchandpace, recognisingtheeffectsthesehaveonaudience understandingandengagement preparingapresentationcombiningprint,visualand audioelementstoexploreandinterpretideas,drawing onknowledgeandresearchaboutperspectivesdifferent fromstudentsown
Plan,rehearseanddeliverpresentations,selecting andsequencingappropriatecontentandmultimodal elementstopromoteapointofvieworenableanew wayofseeing(ACELY1720)
Readingandviewing BytheendofLevel7,studentsunderstandhowtextstructurescaninfluencethecomplexityofatextandaredependenton audience,purposeandcontext.Theydemonstrateunderstandingofhowthechoiceoflanguagefeatures,imagesand vocabularyaffectsmeaning.Theyexplainissuesandideasfromavarietyofsources,analysingsupportingevidenceand impliedmeaning.Theyselectspecificdetailsfromtextstodeveloptheirownresponse,recognisingthattextsreflectdifferent viewpoints. Writing Studentsunderstandhowtheselectionofavarietyoflanguagefeaturescaninfluenceanaudience.Theyunderstandhowto drawonpersonalknowledge,textualanalysisandothersourcestoexpressorchallengeapointofview.Theycreatetexts showinghowlanguagefeatures,textstructures,andimagesfromothertextscanbecombinedforeffect.Theycreate structuredandcoherenttextsforarangeofpurposesandaudiences.Whencreatingandeditingtextstheydemonstrate understandingofgrammar,useavarietyofmorespecialisedvocabulary,useaccuratespellingandpunctuation. Speakingandlistening
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Studentslistenforandexplaindifferentperspectivesintexts.Theyunderstandhowtheselectionofavarietyoflanguage featurescaninfluenceanaudience.Theyunderstandhowtodrawonpersonalknowledge,textualanalysisandother sourcestoexpressorchallengeapointofview.Theycreatetextsshowinghowlanguagefeaturesandimagesfromother textscanbecombinedforeffect.Theycreatetextsstructuredandcoherenttextsforarangepurposesandaudiences.They makepresentationsandcontributeactivelytoclassandgroupdiscussions,usinglanguagefeaturestoengagethe audience.
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Level8
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels7and8,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeofface tofaceandonline/virtualenvironments.Theyexperiencelearninginbothfamiliarandunfamiliarcontextsthatrelatetothe schoolcurriculum,localcommunity,regionalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpret,evaluateandperformarangeof spoken,writtenandmultimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformand persuade.Theseincludevarioustypesofmediatextsincludingnewspapers,magazinesanddigitaltexts,early adolescentnovels,nonfiction,poetryanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts, includingmediatexts,areinfluencedbycontext,purposeandaudience.

LiterarytextsthatsupportandextendstudentsinLevels7and8asindependentreadersaredrawnfromarangeof realistic,fantasy,speculativefictionandhistoricalgenresandinvolvesomechallengingandunpredictableplot sequencesandarangeofnonstereotypicalcharacters.Thesetextsexplorethemesofinterpersonalrelationshipsand ethicaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextspresent technicalandcontentinformationfromvarioussourcesaboutspecialisedtopics.Textstructuresaremorecomplex includingchapters,headingsandsubheadings,tablesofcontents,indexesandglossaries.Languagefeaturesinclude successivecomplexsentenceswithembeddedclauses,unfamiliartechnicalvocabulary,figurativeandrhetorical language,andinformationsupportedbyvarioustypesofgraphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftexts,forexamplenarratives,procedures, performances,reportsanddiscussions,andbegintocreateliteraryanalysesandtransformationsoftexts.
Readingandviewing Language Analysehowthetextstructuresandlanguage featuresofpersuasivetexts,includingmedia texts,varyaccordingtothemediumandmode ofcommunication(ACELA1543) Elaborations
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discussinghowparticularperspectivesofthesameeventare portrayedthroughthecombinationofimagesandwordsin variousmediatexts
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Understandhowcohesionintextsisimproved bystrengtheningtheinternalstructureof paragraphsthroughtheuseofexamples, quotationsandsubstantiationofclaims (ACELA1766) Analyseandexaminehoweffectiveauthors controlanduseavarietyofclausestructures, includingclausesembeddedwithinthe structureofanoungroup/phraseorclause (ACELA1545) Recognisethatvocabularychoicescontribute tothespecificity,abstractionandstyleoftexts (ACELA1547) Understandhowrhetoricaldevicesareused topersuadeandhowdifferentlayersof meaningaredevelopedthroughtheuseof metaphor,ironyandparody(ACELA1542)
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writingparagraphsofextendedlengththatexplainand substantiateaparticularpersonalviewpoint
evaluatinghowspeechmakersinfluenceaudiencesthough specificlanguagefeaturessuchastheuseofembedded clausestoaddinformation
experimentingwithvocabularychoicesinarangeofwrittenand spokentextsandassessingthedifferenteffectsthesechoices generate identifyingandevaluatingexamplesofhowrhetoricaldevices revealthedarkorseriousaspectsofatopicinwaysthatcause laughteroramusement,forexamplebymakingastatementbut implying/meaningtheopposite(irony)exaggeratingor overstatingsomething(hyperbole)imitatingorsendingup something(parody),andmakingsomethingappearless seriousthanitreallyis(understatement) comprehendingaseriesofstaticimagesandcombinationsof languageandimagesinapicturebook,forexampletitle,setting, characters,actions,aswellastechnicalelementsincluding position,size,colour,angle,framing,pointofview analysingtherelationshipbetweenvisualelementsandtextin nonfictiontextssuchasdocumentaries,televisionnews,online newspapersanddigitalmagazines
Investigatehowvisualandmultimodaltexts alludetoordrawonothertextsorimagesto enhanceandlayermeaning(ACELA1548)
Literature Explorethewaysthatideasandviewpointsin literarytextsdrawnfromdifferenthistorical, socialandculturalcontextsmayreflector challengethevaluesofindividualsandgroups (ACELT1626)
Elaborations
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investigatingtextsaboutAboriginalandTorresStraitIslander historyfromdifferentsourcesandexplainingdifferingviewpoints comparingattitudesandideasintextsdrawnfromcontextsthat aredifferenttostudentsown
Understandandexplainhowcombinationsof wordsandimagesintextsareusedto representparticulargroupsinsociety,and howtextspositionreadersinrelationtothose groups(ACELT1628)
recognisingthesimilaritiesanddifferencesbetweentypesof texts(forexampleacomplexpicturebookandafeaturefilm)in ordertounderstandhowdifferentcombinationsofwordsand imagesleadreaderstointerpretvisualtextsinparticularways, accordingtoaudience,purposeandcontext
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Recognise,explainandanalysetheways literarytextsdrawonreadersknowledgeof othertextsandenablenewunderstandingand appreciationofaestheticqualities (ACELT1629)
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exploringhowsomewritersuseterseandrelativelysimple languagechoiceswhileothersusemoreelaborateandcomplex syntax examiningthelanguagepatterns,includingsentencepatterns, inarangeofshorttextsanddiscussingtheeffectonreaders interpretationofthesechoices writingorspeakingaboutaliterarytextandoutliningtheimpact ofthetextonalistener,viewerorreader,forexampleinajournal inwhichstudentsreflectontheirpersonalresponsesandon howlanguageandstructuralfeaturesinthetextcontributetoits impact discussing,debatingandassessingremakesofliterarytexts andtheireffectivenessandpurpose discussing,debatingandassessingbookorfilmseries, sequels,prequels,fanfictionsites,tieinpublicationsor merchandise understandingthattone(serious,bitter,sincere,amused) indicatesattitudetothesubjectandtoreaders/listeners,who canidentifyorjudgetonethroughpastexperienceandlanguage cluesinthetext identifyinganddescribingthewaysfilmssuggestCountry/Place andIdentitythroughlanguagefeaturessuchasimage, soundtrackandnarrativecontrol selectingaspectsofatextrelatedtoCountryandPlace,People, IdentityandCultureandadaptitforanewcontext,notingif changesinoneaspectwillresultinchangesinanother explaininghowindividualinterpretationsoftheseaspectsare influencedbystudentsownknowledge,valuesandcultural assumptions selectanaspectofatextsuchasasentencepatternoran imageorwordandadaptitforanewcontextexplaininghowthe changewillaffectmeaning
Identifyandevaluatedevicesthatcreatetone, forexamplehumour,wordplay,innuendoand parodyinpoetry,humorousprose,dramaor visualtexts(ACELT1630) ExploretheinterconnectednessofCountry andPlace,People,IdentityandCultureintexts includingthosebyAboriginalandTorresStrait Islanderauthors(ACELT1806)
Interpretandanalyselanguagechoices, includingsentencepatterns,dialogue, imageryandotherlanguagefeatures,inshort stories,literaryessaysandplays (ACELT1767) Recogniseandexplaindifferingviewpoints abouttheworld,cultures,individualpeople andconcernsrepresentedintexts (ACELT1807)
analysingargumentsforandagainstaparticularissuein currentcommunitydebatesandjustifyingapersonalstance
Literacy
Elaborations
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Applyincreasingknowledgeofvocabulary,text structuresandlanguagefeaturesto understandthecontentoftexts(ACELY1733)
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identifyingthemeaningofawiderangeofwords,including technicalandliterarylanguageinvariouscontexts usingprintanddigital/onlinethesaurusesanddictionariesof synonyms,antonymsandhomonymsandsubjectspecific dictionaries reflectingoncontentbyconnectingandcomparinginformation foundinatexttoknowledgesourcedelsewhere determiningandapplyingcriteriaforevaluatingthecredibilityofa website explainingwhethertheauthorconveysmeaningadequately, particularlyindistinguishingfactfromopinion identifyingandexplaininghowmobiletechnologiesare influencinglanguageusesandstructures analysingthewaysthatidentitymaybecreatedindigitalcontexts identifyinghowmeaningsorwordschangeorshiftdepending oncontext,forexamplethewordcoolisusedtodescribe temperatureortoexpressapprovalwhenusedininformal contexts evaluatinganauthor'suseofparticulartextualstructuresand languagefeaturesinachievingtherepresentationofapointof view makingassertionsaboutthesufficiencyandadequacyof informationorevidenceandthecredibilityofsources exploringtextsthatattempttosolvemoralproblemsina particularway,forexamplebyconsiderationofconsequencesor rights/duties,andbyidentifyingstrengthsaswellasproblems thatarisefromthisapproach comparingrepresentationsofdifferentsocialgroupsintexts drawnfromdifferentmodesandmedia,forexamplecomparing contemporaryrepresentationsofhomelesspeoplewith romanticrepresentationsoftheswagmanandtheimpactof theserepresentationsontheaudience
Usecomprehensionstrategiestointerpret andevaluatetextsbyreflectingonthevalidity ofcontentandthecredibilityofsources, includingfindingevidenceinthetextforthe authorspointofview(ACELY1734)
Analyseandexplainhowlanguagehas evolvedovertimeandhowtechnologyandthe mediahaveinfluencedlanguageuseand formsofcommunication(ACELY1729)
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Analyseandevaluatethewaysthattext structuresandlanguagefeaturesvary accordingtothepurposeofthetextandthe waysthatreferencedsourcesaddauthorityto atext(ACELY1732)
Exploreandexplainthewaysauthorscombine differentmodesandmediaincreatingtexts, andtheimpactofthesechoicesonthe viewer/listener(ACELY1735)
Writing Language Understandhowcoherenceiscreatedin complextextsthroughdeviceslikelexical cohesion,ellipsis,grammaticalthemeand textconnectives(ACELA1809) Understandtheeffectofnominalisationinthe writingofinformativeandpersuasivetexts (ACELA1546)

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interpretingcomplexsentencestructuresthroughreadingaloud literarytextssuchassonnetsorplays usingcohesivedeviceswhenwritingcomplextexts
analysingformalandpersuasivetextstoidentifyandexplain languagechoicessuchasnominalisation
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Understandhowtoapplylearnedknowledge consistentlyinordertospellaccuratelyandto learnnewwordsincludingnominalisations (ACELA1549) Understandtheuseofpunctuation conventions,includingcolons,semicolons, dashesandbracketsinformalandinformal texts(ACELA1544) Literature Experimentwithparticularlanguagefeatures drawnfromdifferenttypesoftexts,including combinationsoflanguageandvisualchoices tocreatenewtexts(ACELT1768) Createliterarytextsthatdrawupontext structuresandlanguagefeaturesofothertexts forparticularpurposesandeffects (ACELT1632)
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understandingthedifferentwayscomplexwordsareconstructed and,whenspellingthesewords,drawingonmorphemic knowledgeandknowledgeofunusuallettercombinations
creatingdialogueindramashowinginterruptions,asidesand pausesforeffect
Elaborations
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creatingandperformingscriptsforshortplaysthatmakeuseof theaffordancesofvisual,verbalandadditionalmodes(for examplemusic)tocreateatmosphere,todeepeninterpretation ofverbalmeaningandtoenhancethedramaofaperformance creatingliteraryinterpretationsofshortstoriesbasedon understandingandanalysisoftheircontext,narrativestructure (includingthetwistattheend),layersofmeaning,themes,point ofviewandstyle combiningvisualanddigitalelementstocreatelayersof meaningforseriousandhumorouspurposes
Literacy Createimaginative,informativeand persuasivetextsthatraiseissues,report eventsandadvanceopinions,using deliberatelanguageandtextualchoices,and includingdigitalelementsasappropriate (ACELY1736) Experimentwithtextstructuresandlanguage featurestorefineandclarifyideastoimprove theeffectivenessofstudentsowntexts (ACELY1810)
Elaborations
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integratingmultimodalapproacheswithinaspoken presentationtopurposefullydevelopmeaningforagiven audience selectingvocabularytoinfluencemeaningandtopositionand persuadetheaudience,forexampleadjustinglanguagetoshow oracknowledgepower experimentingwithtextstructuresandlanguagefeatures,for exampleparagraphorderandcontent,languagechoicesor modeofdelivery,torefineandclarifyideasandtoimprovetext effectiveness combiningverbal,visualandsoundelementsinimaginative multimodaltexts orderingparagraphstobestsupportandsustainanargument andtoorganiseandconveyinformationclearly
Usearangeofsoftware,includingword processingprograms,tocreate,editand publishtextsimaginatively(ACELY1738) Speakingandlistening Language Elaborations
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Understandtheinfluenceandimpactthatthe Englishlanguagehashadonother languagesordialectsandhowEnglishhas beeninfluencedinreturn(ACELA1540) Understandhowconventionsofspeech adoptedbycommunitiesinfluencethe identitiesofpeopleinthosecommunities (ACELA1541) Literature Share,reflecton,clarifyandevaluateopinions andargumentsaboutaspectsofliterarytexts (ACELT1627) Literacy Interpretthestatedandimpliedmeaningsin spokentexts,anduseevidencetosupportor challengedifferentperspectives(ACELY1730)
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exploringexamplesofSinglish(SingaporeEnglish)froma Singlishdictionary investigatingborrowingsfromarangeoflanguagesinto English,forexamplefromFrenchandItalian
understandingthatouruseoflanguagehelpstocreatedifferent identities,forexampleteenagegroupsandsportspeoplehave adoptedparticularwordsorwaysofspeaking
Elaborations
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discussingtherelativemeritsofliterarytextsandcomparingand evaluatingpersonalviewpointsontexts
Elaborations
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listentoaconversationorspeechandidentifythepointbeing madeandexplainthetoneandmannerofpresentation.Change thefocusoftheconversationorspeechandidentifyhow meaninghaschanged changethetoneinwhichthespeechorconversationis presentedanddiscusshowinterpretationscanalsochange. participatinginpair,group,class,schoolandcommunity speakingandlisteningsituations,includinginformal conversations,discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninrange offormalandinformalcontexts,includingspeakingclearlyand coherentlyandatappropriatelength,askingquestionsabout statedandimpliedideas,andrestatingandsummarisingmain ideas choosingvocabularyandspokentextandsentencestructures forparticularpurposesandaudiences,suchasdebatingatopic withateamfromanotherschool,creatingavoiceoverfora mediapresentation,andadaptinglanguagechoicessuchas useofsimiles,metaphorsandpersonification,tomeet perceivedaudienceneeds selectingvoiceeffects,suchastone,volume,pitchandpace, withparticularattentiontotheeffectsthesemayhaveon audiencereactionandacceptanceoftheideaspresented creatingtextsthatexpressviewsandvaluesotherthanstudents own researchingsubjectmatteronsocialissuesand/or relationshipsandpresentingideasinparticularwaystoappeal todifferentaudiences
Useinteractionskillsforidentifiedpurposes, usingvoiceandlanguageconventionstosuit differentsituations,selectingvocabulary, modulatingvoiceandusingelementssuchas music,imagesandsoundforspecificeffects (ACELY1808)
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriatecontent, includingmultimodalelements,toreflecta diversityofviewpoints(ACELY1731)
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Readingandviewing BytheendofLevel8,studentsunderstandhowtheselectionoftextstructuresisinfluencedbytheselectionoflanguage modeandhowthisvariesfordifferentpurposesandaudiences.Theyexplainhowlanguagefeatures,imagesand vocabularyareusedtorepresentdifferentideasandissuesintexts.Theyinterprettexts,questioningthereliabilityofsources ofideasandinformation.Theyselectevidencefromthetexttoshowhowevents,situationsandpeoplecanberepresented fromdifferentviewpoints. Writing Studentsunderstandhowtheselectionoflanguagefeaturescanbeusedforparticularpurposesandeffects.Theyexplain theeffectivenessoflanguagechoicestheyusetoinfluencetheaudience.Throughcombiningideas,imagesandlanguage featuresfromothertextsstudentsshowhowideascanbeexpressedinnewways.Theycreatetextsfordifferentpurposes selectinglanguagetoinfluenceaudienceresponse.Whencreatingandeditingtextsforspecificeffects,theytakeinto accountintendedpurposesandtheneedsandinterestsofaudiences.Theydemonstrateunderstandingofgrammar,select vocabularyforeffectanduseaccuratespellingandpunctuation. Speakingandlistening Studentslistenforandidentifydifferentemphasesintexts,usingthatunderstandingtoelaborateupondiscussions.They understandhowtheselectionoflanguagefeaturescanbeusedforparticularpurposesandeffects.Theyexplainthe effectivenessoflanguagechoicestheyusetoinfluencetheaudience.Throughcombiningideas,imagesandlanguage featuresfromothertextsstudentsshowhowideascanbeexpressedinnewways.Theycreatetextsfordifferentpurposes selectinglanguagetoinfluenceaudienceresponse.Theymakepresentationsandcontributeactivelytoclassandgroup discussions,usinglanguagepatternsforeffect.
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Level9
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeof facetofaceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocal community,vocationalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderange ofliterarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.These includevarioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramatic performancesandmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningand intertextualreferences.Studentsdevelopacriticalunderstandingofthecontemporarymedia,andthedifferences betweenmediatexts.

LiterarytextsthatsupportandextendstudentsinLevels9and10asindependentreadersaredrawnfromarangeof genresandinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiple purposes.Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,and ethicalandglobaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informative textsrepresentasynthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeof specialisedtopics.Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents, indexesandglossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahigh proportionofunfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedby varioustypesofgraphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews.
Readingandviewing Language Understandthatauthorsinnovatewithtext structuresandlanguageforspecific purposesandeffects(ACELA1553) Elaborations
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experimentingwithwaystopresentpersonalviewpointsthrough innovatingwithtexts
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Compareandcontrasttheuseofcohesive devicesintexts,focusingonhowtheyserve tosignpostideas,tomakeconnectionsand tobuildsemanticassociationsbetween ideas(ACELA1770) Investigatehowevaluationcanbe expresseddirectlyandindirectlyusing devices,forexampleallusion,evocative vocabularyandmetaphor(ACELA1552)
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sequencinganddevelopinganargumentusingbasiclanguage structuresthatsuggestconclusions(therefore,thusands o)or givereasons(since,because)orsuggestconditionals(if then)
comparingtextsthatuseevaluativelanguageindifferentways printadvertisements,editorials,talkbackradioandpoetryand identifyingwordingsthatappraisethingsindirectly,through evocativelanguage,similesandmetaphorsthatdirecttheviewsof thereadersinparticularways investigatingtheuseofsymbols,forexampletheflag,thediggers hatandtheSouthernCrossinimages,filmsandpicturebooks, andevaluatingtheircontributiontoviewersunderstandingof issues,forexamplenationalidentity,recognisingthatvisualand verbalsymbolshavedifferentmeaningsfordifferentgroups comparingandcontrastingvocabularychoicesininformativeand narrativetexts,consideringhowtheyareusedtocreateprecise information,abstractideasand/orstylisticinterpretationsoftexts identifyingexamplesofacronyms,abbreviationsandproprietary wordswhichareusedcreativelyintexts
Analyseandexplaintheuseofsymbols, iconsandmythinstillandmovingimages andhowtheseaugmentmeaning (ACELA1560)
Identifyhowvocabularychoicescontribute tospecificity,abstractionandstylistic effectiveness(ACELA1561)
Understandhowspellingisusedcreatively intextsforparticulareffects,forexample characterisationandhumourandto representaccentsandstylesofspeech (ACELA1562) Explainhowauthorscreativelyusethe structuresofsentencesandclausesfor particulareffects(ACELA1557) Literature Interpretandcomparehowrepresentations ofpeopleandcultureinliterarytextsare drawnfromdifferenthistorical,socialand culturalcontexts(ACELT1633)
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identifyingandanalysingaspectsofrhetoricinspeechesdrawn fromcontemporaryandearliercontextsandstudentscreating speechesoftheirown
Elaborations
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exploringandreflectingonrepresentationsofvalues(forexample love,freedom,integrity)inliteraturedrawnfromculturesandtimes differentfromthestudentsown exploringandreflectingonpersonalunderstandingoftheworld andhumanexperience,interpretedinliteraturedrawnfrom culturesandtimesdifferentfromthestudentsown reviewinghistoricalfictionornonfictionwrittenbyandaboutthe peoplesofAsia analysingliterarytextscreatedbyandaboutAboriginalandTorres StraitIslanderpeoples(includingdocumentaries,picturebooks, printtextsandothermultimodaltexts)andalsotextsincludingfilm producedbyandaboutpeoplesofAsianbackground,and consideringthedifferentwaysthesetextsrepresentpeople, places,thingsandissues
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Presentanargumentaboutaliterarytext basedoninitialimpressionsand subsequentanalysisofthewholetext (ACELT1771) Analysetextsfromfamiliarandunfamiliar contexts,anddiscussandevaluatetheir contentandtheappealofanindividual authorsliterarystyle(ACELT1636)
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interrogatingandmakingjudgmentsaboutatext,comparing othersideasagainstthestudentsownandreachingan independentdecisionorsharedconsensusaboutthe interpretationsandideasexpressed comparingtextscreatedbythesameauthortodetermineliterary style,assessingitsappealandpresentingthiscomparisonto others examininghowdifferentauthorsmakeuseofdeviceslikemyth, iconsandimageryandevaluatingtheeffectofthesechoiceson audiences establishingawidereadinglistonaparticularissuebasedon personalpreferenceandestablishingreasonsfortheinclusionof thesetexts
Exploreandreflectonpersonal understandingoftheworldandsignificant humanexperiencegainedfrominterpreting variousrepresentationsoflifemattersin texts(ACELT1635) Analysetextstructuresandlanguage featuresofliterarytexts,andmakerelevant comparisonswithothertexts(ACELT1772)
evaluatingtheeffectonreadersoftextstructuresandlanguage featuresofaliterarytextandcomparingthesewithothertexts bycomparingtexts,writingorspeakingabouthowwelltheauthor constructedtheopeningandclosingsectionsofthetextandused hookstokeepthereader/viewer/listenerengagedandreading on/watching/listeningtotheend identifyingexamplesoflanguagedevicesinarangeofpoems, balladsorpoeticextracts,andconsideringhowtheiruseaddsto meaningandmayalsoinfluencetheemotionalresponsesof listenersorreaders,invaryingways exploringhowlanguagedeviceslookorsoundinwrittenorspoken texts,howtheycanbeidentified,purposestheyserveandwhat effecttheymighthaveonhowtheaudienceresponds takingaparticularareaofstudy,atopicorthemeandexamining howdifferentauthorsmakeuseofdeviceslikemyth,iconsand imageryintheirwork
Investigateandexperimentwiththeuseand effectofextendedmetaphor,metonymy, allegory,icons,mythsandsymbolismin texts,forexamplepoetry,shortfilms, graphicnovels,andplaysonsimilar themes(ACELT1637)
Literacy
Elaborations
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Interpret,analyseandevaluatehowdifferent perspectivesofissue,event,situation, individualsorgroupsareconstructedto servespecificpurposesintexts (ACELY1742)
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debatingthereliabilityofthecoverageinarangeofnewsmediaof acontentiousissuesuchascommercialloggingofoldgrowth forests evaluatingtechniquesusedtoconstructplotandcreateemotional responsessuchascomparison,contrast,exaggeration, juxtaposition,thechangingofchronologicalorder,ortheexpansion andcompressionoftime constructingquestionstoframeananalysisofdiffering representationsonmoralissuesintexts,andincludingacritical analysisofapersonalviewintheoverallanalysisoftheissue identifyingwhethertwotextsmayshareacommonpurposeor audience,forexampleafeaturearticleonaparticularwebsiteorin aparticularnewspaper analysinghowissuesaredebatedandreportedinthemediain differentcountries,andthepossiblereasonsforthis,forexample whalinginJapanandAustralia analysingandinterpretingassumptionsaboutgroupsthathave shapedorinfluencedrepresentationsofpeople,places,events andthingsidentifyinghowlisteners,viewersandreadersare positionedbytheserepresentations,andsupportingidentified pointswithexamples identifyingorcommentingontheauthor'sapproachesanduseof techniques,design,formandstyle
Exploreandexplainthecombinationsof languageandvisualchoicesthatauthors maketopresentinformation,opinionsand perspectivesindifferenttexts(ACELY1745) Usecomprehensionstrategiestointerpret andanalysetexts,comparingand evaluatingrepresentationsofanevent, issue,situationorcharacterindifferenttexts (ACELY1744) Analysehowtheconstructionand interpretationoftexts,includingmediatexts, canbeinfluencedbyculturalperspectives andothertexts(ACELY1739)
evaluatingtechniquesusedtoconstructplotandcreateemotional responses,forexamplecomparison,contrast,exaggeration, juxtaposition,thechangingofchronologicalorder,ortheexpansion andcompressionoftime
comparingperspectivesrepresentedintextsfromdifferenttimes andplaces,includingtextsdrawnfrompopularculture identifying,comparingandcreatingrelationshipsbetweentexts (includingnovels,illustratedstories,socialissuecartoons, documentaries,multimodaltexts) reflectingonthenotionthatalltextsbuildonabodyofpriortextsin aculture analysingandidentifyinghowsocioculturalvalues,attitudesand beliefsareconveyedintexts,forexamplecomparingandanalysing perspectivesaboutanAboriginalandTorresStraitIslanderissue reportedincommercialmediacomparedtopublicandAboriginal andTorresStraitIslandermedia analysingandinterpretingassumptionsaboutgroupsthathave shapedorinfluencedrepresentationsofpeople,places,events andthingsandidentifyinghowlistenersandreadersare positionedbytheserepresentations
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Applyanexpandingvocabularytoread increasinglycomplextextswithfluencyand comprehension(ACELY1743) Writing Language Understandhowcertainabstractnounscan beusedtosummariseprecedingor subsequentstretchesoftext(ACELA1559) Understandhowpunctuationisusedalong withlayoutandfontvariationsin constructingtextsfordifferentaudiences andpurposes(ACELA1556)
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predictingmeaningsofunfamiliarwordsbyusingmorphographic patterns
Elaborations
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exploringsectionsofacademicandtechnicaltextsandanalysing theuseofabstractnounstocompactanddistilinformation, structureargumentandsummariseprecedingexplanations experimentingwiththeuseofcolonsandsemicolonsin expositionsandotherextendedwritingtoimproveprecisionand clarityofexpression investigatinginstancesofcolonsandsemicolonsinexpository textsanddiscusstheirusesinelaboratingonandclarifyingideas incomplexsentences
Literature Experimentwiththewaysthatlanguage features,imageandsoundcanbeadapted inliterarytexts,forexampletheeffectsof stereotypicalcharactersandsettings,the playfulnessofhumourandpunandtheuse ofhyperlink(ACELT1638)
Elaborations
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makinglanguagechoicesandchoosingparticularlanguage devicestoachieveintendedeffects,forexamplebuildingina surpriseortwistintheendingofashortstoryorfinalsceneofa film takinganexistingshortstory,poem,playorspeechinprintform andcreatingashortvisualtextwhichisaccompaniedbyasound trackcontainingmusicandsoundeffects,andwhichisintendedto amuseaudienceswhoarefamiliarwiththeoriginaltext creatingwritteninterpretationsoftraditionalandcontemporary literaturewhichemploysdeviceslikemetaphor,symbol,allegory andmyth,andevaluatingthecontributionofthesedevicestothe interpretationofthetext creatingwritteninterpretationsoftraditionalandcontemporary poetry(forexamplesonnetsandcontemporarysonglyrics) focusingontheiruseofsymbol,myth,iconsandimagery
Createliterarytexts,includinghybridtexts, thatinnovateonaspectsofothertexts,for examplebyusingparody,allusionand appropriation(ACELT1773) Literacy Elaborations
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Createimaginative,informativeand persuasivetextsthatpresentapointofview andadvanceorillustratearguments, includingtextsthatintegratevisual,print and/oraudiofeatures(ACELY1746)
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presentingargumentsthatadvanceopinions,justifypositions,and makejudgmentsinordertopersuadeothersaboutissuessuch theimportanceofmaintainingbalanceinthebiosphere creatingimaginativetextswithmainideasdevelopedthroughthe interconnectionsofplot,settings,characters,thechangingof chronologicalorder,foreshadowinginwritten,spokenanddigital texts creatinginformativeandargumentativetextswithexplanations, detailsandevidence followingthestructureofanargumentwhichhasaseriesof sequencedandlinkedparagraphs,beginningwithanoutlineofthe stancetobetaken,aseriesofsupportedpointsthatdevelopaline ofargument,andaconclusionwhichsummarisesthemainlineof argument checkingforrunonsentences,eliminatingunnecessarydetailor repetition,andprovidingclearintroductoryandconcluding paragraphs
Reviewandeditstudentsownandothers textstoimproveclarityandcontrolover content,organisation,paragraphing, sentencestructure,vocabularyand audio/visualfeatures(ACELY1747) Usearangeofsoftware,includingword processingprograms,flexiblyand imaginativelytopublishtexts(ACELY1748) Speakingandlistening Language UnderstandthatStandardAustralian Englishisalivinglanguagewithinwhich thecreationandlossofwordsandthe evolutionofusageisongoing(ACELA1550) Understandthatrolesandrelationshipsare developedandchallengedthrough languageandinterpersonalskills (ACELA1551)
applyingwordprocessingfunctions,forexampleoutlining, standardstylesandindexing
Elaborations
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identifyingsomeofthechangesinthegrammarofEnglishover time,forexamplefromtheeandthoutoyou exploringexamplesofGlobishEnglish
identifyingthevariouscommunitiestowhichstudentsbelongand howlanguagereinforcesmembershipofthesecommunities(the intimatelanguageoffamilymembers,thejargonofteenage groups,thetechnicalityofsomeonlinecommunities,thelanguage specifictorecreationalgroups,theinteractionpatternsofthe classroom,thecommonalitiesinmigrantandculturalgroups)
Literature
Elaborations
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Reflecton,discussandexplorenotionsof literaryvalueandhowandwhysuchnotions varyaccordingtocontext(ACELT1634)
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reflectingonanddiscussingresponsestoliteratureincludingplot events,settingdetails,characterisation,themes,structureand languagedevicesusedtoachieveparticulareffects,and collaborativelyformulatingalistoffactorsthatcharacterisemerit discussing,debatingandevaluatingthecinematicqualitiesand successofafilmornewversionsofafilm exploringthewaysthatcontexthasshapedtherepresentationof particularcultures,suchasthroughtheanalysisofdiffering viewpointsintextsaboutdifferentculturesorbycomparingthe waystextsfromdifferentperiodsrevealdifferencesinviewpoints (forexampledifferencesintheportrayalofmigrantsintraditional andmorecontemporaryliterature)
Literacy Listentospokentextsconstructedfor differentpurposes,forexampletoentertain andtopersuade,andanalysehow languagefeaturesofthesetextsposition listenerstorespondinparticularways (ACELY1740)
Elaborations
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comparingandevaluatingbiasorstereotypingandpresenting findingsindiscussionsandpresentations identifyingandcommentingonomissionsofinformationin differenttexts exploringandidentifyingmoralandethicaldimensionsofanissue representedindifferenttexts,andhowthesealignorcontradict withpersonalandothersperspectives understandingtheroleofintonation,pausing,combinationsof clauseandrhythminspokenlanguageandofpunctuation participatinginpair,group,class,schoolandcommunityspeaking andlisteningsituations,includinginformalconversations, discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninarangeof formalandinformalcontexts,includingspeakingclearlyand coherentlyandatappropriatelength,presentingapointofviewand listeningtootherviewpoints,andnegotiatinganagreedpositionon anissue choosingvocabulary,spokentextandsentencestructuresfor particularpurposesandaudiences,suchasdebatingatopicwith ateamfromanotherschool,creatingavoiceoverforamedia presentation,andadaptinglanguagechoicessuchasuseof similes,metaphorsandpersonificationtomeettheperceived audienceneeds selectingvoiceeffectssuchastone,volume,pitchandpacefor theirspecificeffects,suchasputtingforwardapointofviewor attemptingtopersuadeanaudiencetoacourseofaction usinggraphicsandtextanimationstoaccompanyspokentext,for examplepresentinganewsitemsuitableforacurrentaffairs programthatalignsimagetospokentext,orestablishinghumour bycreatingadisjunctbetweensound,imageandspokentext
Useinteractionskillstopresentand discussanideaandtoinfluenceand engageanaudiencebyselecting persuasivelanguage,varyingvoicetone, pitch,andpace,andusingelementssuch asmusicandsoundeffects(ACELY1811)
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriate contentandmultimodalelementsfor aestheticandplayfulpurposes (ACELY1741)
Readingandviewing
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BytheendofLevel9,studentsanalysethewaysthattextstructurescanbemanipulatedforeffect.Theyanalyseandexplain howimages,vocabularychoicesandlanguagefeaturesdistinguishtheworkofindividualauthors.Theyevaluateand integrateideasandinformationfromtextstoformtheirowninterpretations.Theyselectevidencefromthetexttoanalyseand explainhowlanguagechoicesandconventionsareusedtoinfluenceanaudience. Writing Studentsunderstandhowtouseavarietyoflanguagefeaturestocreatedifferentlevelsofmeaning.Theyunderstandhow interpretationscanvarybycomparingtheirresponsestotextstotheresponsesofothers.Increatingtextsstudents demonstratehowmanipulatinglanguagefeaturesandimagescancreateinnovativetexts.Theycreatetextsthatrespondto issuesinterpretingandintegratingideasfromothertexts.Theyeditforeffect,selectingvocabularyandgrammarthat contributetotheprecisionandpersuasivenessoftextsandusingaccuratespellingandpunctuation. Speakingandlistening Theylistenforwaystextspositionanaudience.Theyunderstandhowtouseavarietyoflanguagefeaturestocreatedifferent levelsofmeaning.Theyunderstandhowinterpretationscanvarybycomparingtheirresponsestotextstotheresponsesof others.Increatingtexts,studentsdemonstratehowmanipulatinglanguagefeaturesandimagescancreateinnovativetexts. Theycreatetextsthatrespondtoissues,interpretingandintegratingideasfromtexts.Theymakepresentationsand contributeactivelytoclassandgroupdiscussions,comparingandevaluatingresponsestoideasandissues.
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English
Level10
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglish buildsonconcepts,skillsandprocessesdevelopedinearlierlevels,andteacherswillrevisitandstrengthentheseas needed. InLevels9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeof facetofaceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocal community,vocationalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderange ofliterarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.These includevarioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramatic performancesandmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningand intertextualreferences.Studentsdevelopcriticalunderstandingofthecontemporarymedia,andthedifferencesbetween mediatexts.

LiterarytextsthatsupportandextendstudentsinLevels9and10asindependentreadersaredrawnfromarangeof genresandinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiple purposes.Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,and ethicalandglobaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informative textsrepresentasynthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeof specialisedtopics.Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents, indexesandglossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahigh proportionofunfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedby varioustypesofgraphicsandimages. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews.
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English
Comparethepurposes,textstructures andlanguagefeaturesoftraditionaland contemporarytextsindifferentmedia (ACELA1566)
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reproducingandadaptingexistingprinttextsforanonline environmentandexplainingthereasonsfortheadaptations(for exampleaccountingforthenavigationanduseofhyperlinksas structuringprinciplesinhypertextnarratives) investigatingthestructureandlanguageofsimilartexttypeslike informationreportsandnarrativesandhowtheseareinfluencedby differenttechnologicalaffordances(forexamplehyperlinksas structuringprinciplesinhypertextnarrativesversuslineartext sequencingprinciplesinprintnarratives) experimentingwithaspectsofvisualtextstoestablishdifferent nuances,forexampleevaluatingtheimpactofthemovementof cameraorlightinmovingimages consideringwhetherethicaljudgmentsofgood,bad,rightorwrong areabsoluteorrelativethroughconsiderationoftextswithvarying pointsofviewandthroughdiscussionwithothers interpretingtextsbydrawingonknowledgeofthehistoricalcontextin whichtextswerecreated
Evaluatetheimpactonaudiencesof differentchoicesintherepresentationof stillandmovingimages(ACELA1572) Understandthatpeoplesevaluationsof textsareinfluencedbytheirvaluesystems, thecontextandthepurposeandmodeof communication(ACELA1565)
Literature Compareandevaluatearangeof representationsofindividualsandgroups indifferenthistorical,socialandcultural contexts(ACELT1639)
Elaborations
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investigatingandanalysingthewaysculturalstoriesmayberetold andadaptedacrossarangeofcontextssuchastheCinderella storyandtheantihero imaginativelyadaptingtextsfromanearliertimeordifferentsocial contextforanewaudience exploringandreflectingonpersonalunderstandingoftheworldand humanexperiencegainedfrominterpretingliteraturedrawnfrom culturesandtimesdifferentfromthestudentsown lookingatarangeoftextstoconsiderhowtheuseofastructural device,forexampleafemalenarrator,mayinfluencefemale readers/viewers/listenerstorespondsympatheticallytoaneventor issue
Analyseandexplainhowtextstructures, languagefeaturesandvisualfeaturesof textsandthecontextinwhichtextsare experiencedmayinfluenceaudience response(ACELT1641) Identify,explainanddiscusshownarrative viewpoint,structure,characterisationand devicesincludinganalogyandsatire shapedifferentinterpretationsand responsestoatext(ACELT1642) Analyseandevaluatetextstructuresand languagefeaturesofliterarytextsand makerelevantthematicandintertextual connectionswithothertexts(ACELT1774)
lookingatarangeofshortpoems,ashortstory,orextractsfroma novelorfilmtofindanddiscussexamplesofhowlanguagedevices layermeaningandinfluencetheresponsesoflisteners,viewersor readers
usingtermsassociatedwithliterarytextanalysis(forexample narrative,characters,poetry,figurativelanguage,symbolism, soundtrack)whenevaluatingaspectsthatarevaluedandthat containaestheticqualities writingorspeakingabouthoweffectivelytheauthorconstructedthe textandengagedandsustainedthereaders/viewers/listeners personalinterest
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Compareandevaluatehowvoiceasa literarydevicecanbeusedinarangeof differenttypesoftextssuchaspoetryto evokeparticularemotionalresponses (ACELT1643) Evaluatethesocial,moralandethical positionsrepresentedintexts (ACELT1812)
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creatingextendedwrittenresponsestoliterarytexts,making referencetovaryingpointsofviewabouttheissuesraised
identifyingandanalysingethicalpositionsonacurrentissue debatedinblogsoronlinediscussionforums,includingvalues and/orprinciplesinvolvedandthestrengthsandweaknessesofthe positioninthecontextoftheissue
Literacy Analyseandevaluatehowpeople, cultures,places,events,objectsand conceptsarerepresentedintexts, includingmediatexts,throughlanguage, structuraland/orvisualchoices (ACELY1749)
Elaborations
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consideringethicalpositionsacrossmorethanonecultureas representedintextandconsiderthesimilaritiesanddifferences questioningtherepresentationofstereotypesofpeople,cultures, places,eventsandconcepts,andexpressingviewsonthe appropriatenessoftheserepresentations identifyingandexplainingsatiricalevents,includingeventsinother cultures,forexampledepictionsinpoliticalcartoons identifyingandevaluatingpoetic,lyricallanguageinthedepictionof people,culture,places,events,thingsandconceptsintexts analysingthewayssocioculturalvalues,attitudesandbeliefsare presentedintextsbycomparingthewaysnewsisreportedin commercialmediaandAboriginalandTorresStraitIslandermedia skimreadingsectionsofapersuasivetexttoidentifythemain contention,keyargumentsinlinkedparagraphsandsupporting evidenceinordertolocatepointsforbuildingrebuttalorcounter argument assessingtheimpactofhyperlinkedtextinawebsitesnavigation usingappropriatemetalanguageassociatedwithdigital technologiestoanalysereadingpathwaysonwebsites
Identifyandanalyseimplicitorexplicit values,beliefsandassumptionsintexts andhowtheseareinfluencedbypurposes andlikelyaudiences(ACELY1752) Chooseareadingtechniqueandreading pathappropriateforthetypeoftext,to retrieveandconnectideaswithinand betweentexts(ACELY1753) Usecomprehensionstrategiesto compareandcontrastinformationwithin andbetweentexts,identifyingand analysingembeddedperspectives,and evaluatingsupportingevidence (ACELY1754) Writing Language
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identifyingthemeaningofanincreasingrangeofsubtlevocabulary, forexampleinferringthedifferentconnotationsofwordsin advertisingtextsfromothercultures
Elaborations
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Understandhowparagraphsandimages canbearrangedfordifferentpurposes, audiences,perspectivesandstylistic effects(ACELA1567) Analyseandevaluatetheeffectivenessof awiderangeofsentenceandclause structuresasauthorsdesignandcraft texts(ACELA1569)
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analysingandexperimentingwithcombinationsofgraphics,textand soundintheproductionofmultimodaltextssuchasdocumentaries, mediareports,onlinemagazinesanddigitalbooks
recognisinghowemphasisinsentencescanbechangedby reorderingclauses(forexample,Shemadeherwayhomebecause shewasfeelingillascomparedwithBecauseshewasfeelingill, shemadeherwayhome)orpartsofclauses(forexample,The horsesracedupfromthevalleyascomparedwithUpfromthe valleyracedthehorses) recognisinghowthefocusofasentencecanbechangedthrough theuseofthepassivevoice(forexamplecompareactive,The policehadcaughtthethief.withpassiveThethiefhadbeen caught.) observinghowauthorssometimesuseverblessclausesforeffect (forexample,Andwhatabouttheotherwoman?Withherlongblack eyelashesandredlipstick) understandingthatasentencecanbeginwithacoordinating conjunctionforstylisticeffect(forexample,Andshewenton planningtoherselfhowshewouldmanageit) consideringhownominalisationaffectsthewayinwhicheventsare constructedandexplained,makingsomeinformationmoreexplicit andotherinformationlessso analysinghowlogicalrelationsbetweenideasarebuiltupby combiningmainwithsubordinateclausesindicatingcause,result, manner,concession,condition,andsoon(forexample,Although hispoemswerenotgenerallywellreceivedbycriticsduringhislife (concession),Keatsreputationgrewsubstantiallyafterhisdeath) notinghowtechnicalityallowsforefficientreferencetoshared knowledge,indicatinggrowingexpertiseinthefield(forexample, TheRomanticpoetryofKeatsischaracterisedbysensualimagery, mostnotablyintheseriesofodes.) observinghowabstractionallowsforgreatergeneralisationata higherlevel(forexample,thepolitical,religious,socialand economicfeaturesofthesocietywhichisanabstractnoun group/phrase) creatingtextsthatdemandcomplexprocessesofresponding,for exampletheinclusionofsymbolisminadvertising,foreshadowing indocumentaryandironyinhumoroustexts
Analysehowhigherorderconceptsare developedincomplextextsthrough languagefeaturesincluding nominalisation,clausecombinations, technicalityandabstraction(ACELA1570)
Refinevocabularychoicestodiscriminate betweenshadesofmeaning,with deliberateattentiontotheeffecton audiences(ACELA1571) Understandhowtouseknowledgeofthe spellingsystemtospellunusualand technicalwordsaccurately,forexample thosebasedonuncommonGreekand Latinroots(ACELA1573)
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Understandconventionsforcitingothers, andhowtoreferencetheseindifferent ways(ACELA1568) Literature Createliterarytextsthatreflectan emergingsenseofpersonalstyleand evaluatetheeffectivenessofthesetexts (ACELT1814) Createliterarytextswithasustained voice,selectingandadaptingappropriate textstructures,literarydevices,language, auditoryandvisualstructuresandfeatures foraspecificpurposeandintended audience(ACELT1815) Createimaginativetextsthatmake relevantthematicandintertextual connectionswithothertexts(ACELT1644) Literacy Createsustainedtexts,includingtextsthat combinespecificdigitalormediacontent, forimaginative,informative,orpersuasive purposesthatreflectuponchallenging andcomplexissues(ACELY1756)
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understandingwhotociteinessays,reviewsandacademic assignmentsandwhenitisappropriatetousedirectquotationsor toreportsourcesmoregenerally
Elaborations
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creatingtextswhichdrawonstudentsexperienceofothertextsand whichhaveapersonalaestheticappeal reflectontheauthorswhohaveinfluencedstudentsownaesthetic styleandevaluatetheirimpact creatingarangeofstudentsownspoken,writtenormultimodal texts,experimentingwithandmanipulatinglanguagedevicesfor particularaudiences,purposesandcontexts usinghumouranddramaasdevicestoentertain,informand persuadelisteners,viewersandreaders
creatingtextsthatrefertothemesormakeparticularconnectionsto texts,forexamplewritingcrimefictionorromanceshortstories
Elaborations
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presentingastructuredargumentbyprovidingastatementofthe majorperspectivesorconcernsrelatingtoanissuepreviewingthe structureofargumentsstructuringthetexttoprovideamajorpoint foreachparagraphwithsuccinctelaboration,andconcludingwitha summaryofthemainissuesorrecommendationsinanargument creatingspoken,writtenandmultimodaltextsthatcompelreadersto empathisewiththeideasandemotionsexpressedorimplied exploringmodelsofsustainedtextscreatedforpersuasive purposesaboutachallengingorcomplexissuefromothercultures, includingAsia reflectingon,critiquingandrefiningstudentsowntextspriorto publishingforanauthenticaudience,suchasuploadingamovieto awebsite,contributingtoananthology,writingtextsappropriatefor theworkplace,ordeliveringapresentation
Review,editandrefinestudentsownand otherstextsforcontrolofcontent, organisation,sentencestructure, vocabulary,and/orvisualfeaturesto achieveparticularpurposesandeffects (ACELY1757) Usearangeofsoftware,includingword processingprograms,confidently,flexibly andimaginativelytocreate,editand publishtexts,consideringtheidentified purposeandthecharacteristicsofthe user(ACELY1776) Speakingandlistening
designingawebpagethatcombinesnavigation,text,soundand movingandstillimagesforaspecificaudience
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Language UnderstandthatStandardAustralian Englishinitsspokenandwrittenforms hasahistoryofevolutionandchangeand continuestoevolve(ACELA1563)
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Elaborations
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investigatingdifferencesbetweenspokenandwrittenEnglishby comparingthelanguageofconversationandinterviewswiththe writtenlanguageofprinttexts experimentingwithandincorporatingnewwordsandcreative inventionsinstudentsownwrittenandspokentexts understandinghowandwhyspellingbecamestandardisedand howconventionshavechangedovertimeandcontinuetochange throughcommonusage,theinventionofnewwordsandcreative combinationsofexistingwords identifyinglanguagethatseekstoalignthelistenerorreader(for example'ofcourse','obviously','asyoucanimagine') identifyingtheuseoffirstperson(I,we)andsecondperson pronouns(you)todistanceorinvolvetheaudience,forexampleina speechmadetoalocalculturalcommunity identifyingreferencestosharedassumptions identifyingappealstosharedculturalknowledge,valuesandbeliefs reflectingonexperiencesofwhenlanguageincludes,distancesor marginalisesothers creatingtextsthatrepresentpersonalbeliefsystems(suchas credos,statementsofethicaljudgements,guidelines,letterstothe editorandblogentries)
Understandhowlanguageusecanhave inclusiveandexclusivesocialeffects,and canempowerordisempowerpeople (ACELA1564)
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Literature Reflecton,extend,endorseorrefute othersinterpretationsofandresponsesto literature(ACELT1640)
Elaborations
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determining,throughdebate,whetheratextpossessesuniversal qualitiesandremainsrelevant presentingargumentsbasedonclosetextualanalysistosupportan interpretationofatext,forexamplewritinganessayorcreatingaset ofdirectorsnotes creatingpersonalreadinglistsinavarietyofgenresandexplainwhy thetextsqualifyforinclusiononaparticularlist reflectinguponandaskingquestionsaboutinterpretationsoftexts relevanttoastudentsculturalbackground
Literacy Identifyandexplorethepurposesand effectsofdifferenttextstructuresand languagefeaturesofspokentexts,and usethisknowledgetocreatepurposeful textsthatinform,persuadeandengage (ACELY1750)
Elaborations
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identifyingstereotypesofpeople,cultures,places,events,and conceptsandexplainingwhytheyarestereotypes identifyingandexplainingsatiricalevents,includingeventsinother cultures,forexampledepictionsinpoliticalcartoons applyingknowledgeofspoken,visual,auditory,technicaland multimodalresources(forexamplesoundandsilence,camerashot types,lightingandcolour)inconjunctionwithverbalresourcesfor varyingpurposesandcontexts selectingsubjectmatterandlanguagetopositionreaderstoaccept representationsofpeople,events,ideasandinformation
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Useorganisationpatterns,voiceand languageconventionstopresentapointof viewonasubject,speakingclearly, coherentlyandwitheffect,usinglogic, imageryandrhetoricaldevicestoengage audiences(ACELY1813)
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participatinginpair,group,class,schoolandcommunityspeaking andlisteningsituations,includinginformalconversations, discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninarangeof formalandinformalcontexts,includingspeakingclearlyand coherentlyandatappropriatelength,activatingpriorknowledgeto assessthecredibilityofaspeakersassertions,andsummarising alternativeviewsonanissue choosingvocabularyandspokentextandsentencestructuresfor particularpurposesandaudiences,suchasdebatingatopicwitha teamfromanotherschool,creatingavoiceoverforamedia presentation,andadaptinglanguagedevicessuchasevaluative language,causeandeffect,anecdotesandhumourforparticular effects adaptingvoiceeffects,suchastone,volume,pitch,pausesand changeofpace,fortheirspecificeffectssuchasputtingforwarda pointofvieworattemptingtopersuadeanaudiencetoacourseof action usingassumptionsaboutlisteners,viewersandreaderstotryto positionthemtoacceptaparticularpointofview
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriate contentandmultimodalelementsto influenceacourseofaction(ACELY1751)
Readingandviewing BytheendofLevel10,studentsevaluatehowtextstructurescanbeusedininnovativewaysbydifferentauthors.Theyexplain howthechoiceoflanguagefeatures,imagesandvocabularycontributestothedevelopmentofindividualstyle. Theydevelopandjustifytheirowninterpretationsoftexts.Theyevaluateotherinterpretations,analysingtheevidenceusedto supportthem. Writing Studentsshowhowtheselectionoflanguagefeaturescanachieveprecisionandstylisticeffect.Theyexplaindifferent viewpoints,attitudesandperspectivesthroughthedevelopmentofcohesiveandlogicalarguments.Theydeveloptheirown stylebyexperimentingwithlanguagefeatures,stylisticdevices,textstructuresandimages.Theycreateawiderangeoftexts toarticulatecomplexideas.Theydemonstrateunderstandingofgrammar,varyvocabularychoicesforimpact,andaccurately usespellingandpunctuationwhencreatingandeditingtexts. Speakingandlistening Studentslistenforwaysfeatureswithintextscanbemanipulatedtoachieveparticulareffects.Theyshowhowtheselectionof languagefeaturescanachieveprecisionandstylisticeffect.Theyexplaindifferentviewpoints,attitudesandperspectives throughthedevelopmentofcohesiveandlogicalarguments.Theydeveloptheirownstylebyexperimentingwithlanguage features,stylisticdevices,textstructuresandimages.Theycreateawiderangeoftextstoarticulatecomplexideas.They makepresentationsandcontributeactivelytoclassandgroupdiscussionsbuildingonothers'ideas,solvingproblems, justifyingopinionsanddevelopingandexpandingarguments.
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Health and Physical Education

TableofContents Overview Introduction Domainstructure Stagesoflearning Safetyandsensitiveissues Sexualityeducation CurriculumF10 Foundationlevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 3 6 7 9 9 11 13 15 17 19 21 23 25 27 29
IntroductiontoHealthandPhysicalEducation
TheHealthandPhysicalEducationdomainprovidesstudentswithknowledge,skillsandbehaviourstoenablethemto achieveadegreeofautonomyindevelopingandmaintainingtheirphysical,mental,socialandemotionalhealth.This domainfocusesontheimportanceofahealthylifestyleandphysicalactivityinthelivesofindividualsandgroupsinour society. Thisdomainisuniqueinhavingthepotentialtoimpactonthephysical,social,emotionalandmentalhealthofstudents.It promotesthepotentialforlifelongparticipationinphysicalactivitythroughthedevelopmentofmotorskillsandmovement competence,healthrelatedphysicalfitnessandsporteducation. Engaginginphysicalactivity,games,sportandoutdoorrecreationcontributestoasenseofcommunityandsocial connectedness.Thesearevitalcomponentsofimprovedwellbeing. Studentsinvolvementinphysicalactivitycantakemanyforms,rangingfromindividual,noncompetitiveactivitythroughto competitiveteamgames.Emphasisisplacedoncombiningmotorskillsandtacticalknowledgetoimproveindividualand teamperformance.Studentsprogressfromthedevelopmentofbasicmotorskillstotheperformanceofcomplexmovement patternsthatformpartofteamgames.Theylearnhowdevelopingphysicalcapacityinareassuchasstrength,flexibilityand enduranceisrelatedtobothfitnessandphysicalperformance. Studentsprogressfromlearningsimplerulesandprocedurestoenablethemtoparticipateinmovementandphysical activitysafely,tousingequipmentsafelyandconfidently.Studentsundertakeavarietyofroleswhenparticipatinginsports suchasumpire,coach,playerandadministratorandassumeresponsibilityfortheorganisationofaspectsofasporting competition. Thisdomainexploresthedevelopmentalchangesthatoccurthroughoutthehumanlifespan.Itbeginsbyidentifyingthe healthneedsnecessarytopromoteandmaintaingrowthanddevelopment,followedbydiscussionofsignificanttransitions acrossthelifespanincludingpuberty,togaininganunderstandingofhumansexualityandfactorsthatinfluenceits expression.Theexplorationofhumandevelopmentalsoincludesafocusontheestablishmentofpersonalidentity,factors thatshapeidentityandthevalidityofstereotypes. Studentsdevelopanunderstandingoftherighttobesafeandexploretheconceptsofchallenge,riskandsafety.Theyidentify theharmsassociatedwithparticularsituationsandbehavioursandhowtotakeactiontominimisetheseharms. Throughtheprovisionofhealthknowledge,thisdomaindevelopsanunderstandingoftheimportanceofpersonaland communityactionsinpromotinghealthandknowledgeaboutthefactorsthatpromoteandprotectthephysical,social,mental andemotionalhealthofindividuals,familiesandcommunities.Studentsinvestigateissuesrangingfromindividuallifestyle choicestoprovisionofhealthservicesbybothgovernmentandnongovernmentbodies.Ininvestigatingtheseissues,they exploredifferingperspectivesanddevelopinformedpositions. Thisdomainexaminestheroleoffoodinmeetingdietaryneedsandthefactorsthatinfluencefoodchoice.Students progressfromlearningabouttheimportanceofeatingavarietyoffoodstounderstandingtheroleofahealthydietinthe preventionofdisease. TheHealthandPhysicalEducationdomainprovidesstudentswiththeknowledge,skillsandbehavioursnecessaryforthe pursuitoflifelonginvolvementinphysicalactivity,healthandwellbeing.
StructureoftheHealthandPhysicalEducationdomain

TheHealthandPhysicalEducationdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenew AustralianCurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetailspleasesee
Overview).Eachlevelincludesalearningfocusstatementandasetofstandardsorganisedbydimension.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In HealthandPhysicalEducation,standardsforassessingandreportingonstudentachievementapplyfromFoundationto Level10.
Dimensions
StandardsintheHealthandPhysicalEducationdomainareorganisedintwodimensions.
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MovementandphysicalactivityfromLevel1 HealthknowledgeandpromotionfromLevel3.
Movementandphysicalactivity
TheMovementandphysicalactivitydimensionfocusesontheimportantrolethatphysicalactivity,sportandrecreationneed toplayinthelivesofallAustraliansbyprovidingopportunitiesforchallenge,personalgrowth,enjoymentandfitness.It promotesinvolvementinamannerthatreflectsawarenessthateveryonehastherighttoparticipateinahealthyandactive lifestyle.Itdevelopsstudentsconfidenceinusingmovementskillsandstrategiestoincreasetheirmotivationtobecome activeaswellasimprovetheirperformanceandmaintainaleveloffitnessthatallowsthemtoparticipateinphysicalactivity withoutunduefatigue.Itbuildsunderstandingofhowtrainingandexerciseinareassuchasstrength,flexibilityand endurancerelatetophysicalperformance.
Healthknowledgeandpromotion
TheHealthknowledgeandpromotiondimensionexaminesphysical,social,emotionalandmentalhealthandpersonal developmentacrossvariousstagesofthelifespan.Itfocusesonsafetyandtheidentificationofstrategiestominimiseharms associatedwithparticularsituationsorbehaviours.Studentsexaminethepromotionofhealthofindividualsandthe communitythroughtheuseofspecificstrategiesandtheprovisionofhealthresources,servicesandproducts.Theyexamine thefactorsthatinfluencefoodselectionandtheroleofnutritiononhealthgrowthanddevelopment.
HealthandPhysicalEducation
Stagesoflearning
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheHealthandPhysicalEducationdomain.

FoundationtoLevel4Layingthefoundations Studentsintheearlylevelsofschoolingexperiencesteadygrowththeygenerallyhaveabundantenergyandasenseof adventure.Duringmostofthisperiodthereislittledifferencebetweenboysandgirlsinheight,weight,strengthandspeed. LearninginHealthandPhysicalEducationlaysthefoundationsforthedevelopmentoffundamentalorbasicmotorskillsthat willassiststudentstoparticipateinphysicalactivityandinahealthyandactivelifestyle.Knowledge,skillsandbehaviours developedinthisstageformthebasisforfuturelearning,andcontributetoastudentsphysical,social,emotionaland cognitivedevelopmentandwellbeing. Duringthisstage,studentsbegintodevelopbasicmotorskillsandmovementpatterns,includinglocomotorand manipulativeskills,inarangeofmovementenvironments(indoor,outdoorandaquatic).Thedevelopmentofbasicmotor skillsiscriticalandlaysthefoundationforfutureparticipationinphysicalactivity.Althoughplayhasanimportantroleinthe contributiontoastudentssocial,emotionalandcognitivegrowth,evidencesuggeststhatplayinggamesisnotaneffective methodforthedevelopmentofbasicmotorskills.Teachersshouldaimtoteachforskillmasteryratherthanjustskill awareness.Thisrequiresdirectteachingofthecomponentsofbasicmotorskills.Whileattemptingtoengagestudentsin physicalactivitythroughparticipationinorganisedgames,teachersneedtobemindfulthatthefocusofgamesatthisstage shouldbeonspecificskilldevelopment. Atthebeginningofthisstage,studentsdevelopbasicmotorskillssuchasrunning,hopping,jumping,skipping,catching, throwing,kicking,rolling,balancing,twistingandturning.Latertheydevelopthecapacitytolinktheseskillsintomorecomplex andcoordinatedmovementsequences.Towardstheendofthisstageoflearning,studentsdevelopincreasinglycomplex motorskillsandbegintoapplythesetoappropriatelymodifiedgamesandsportspecificsettings.Studentswillalsobeginto usebasictacticsinappropriatelymodifiedgamesandsportspecificsituations,andapplytheirincreasingknowledgeof rulestokeepgamesandactivitiessafe. Studentsusetheirnewlydevelopedskillswhileregularlyparticipatinginmoderatetovigorousactivitiesaspartofanactive andhealthylife.Theybegintoformunderstandingsaboutthelinksbetweenphysicalactivityandhealth.Theyalsolearnthat theyneedenergytomaintaintheiractivitylevels. Throughparticipationinphysicalactivity,studentsdeveloptheirmovementvocabulary,includingmotortermsandwaysof describingthephysicalresponsesoftheirbodiestomovementandfeelingsassociatedwithparticipationinphysicalactivity. Studentsintheearlylevelsofschoolingtendtounderstandtheworldbylinkingnewconceptstotheirownexperiences.Their initialexplorationofthemeaningofhealthisthroughtheirownexperiencesathomeandatschool,whichprovideconcrete examplesofrelationships,food,physicalactivity,safety,care,illnessandchangesassociatedwiththetransitionfromhome toschool. Asstudentsgrowanddevelop,theybecomemoreawareofthebroaderworldofothersviewsandperspectives,how peoplediffer,andthephysicalandsocialenvironmentsinwhichtheylive,learnandplay.Theybecomemoreskilledat observingwhatmakesfamiliarenvironmentssafeorunsafeandhealthyorunhealthy.Theirincreasingcapacitytoquestion allowsthemtoconsiderhowtheywouldrespondtodifferentscenarioswheretheirhealthorsafetycouldbethreatened. Studentsincreasingattentionspan,recognitionofaspectsoftheworldoutsidethemselvesandcontinuingintellectual curiositymakesthemmorereflectiveandabletosettheirexperienceswithinthebroaderfamilyandcommunitycontext.For example,theylearnaboutinfluencesontheirchoicesandactionsrelatedtohealthandphysicalactivity,howtheypromote feelingsofselfworthinothers,andthecharacteristicsandneedsofpeopleatdifferentstagesofthehumanlifespan. Levels5to8Buildingbreadthanddepth

Duringthisstageoflearning,studentsbegintodevelopmorecomplexthinkingskillsandcanapplymoreabstractthinking strategiestotheirlearning. Studentsintheselevelsofschoolingareexperiencingrapidpersonalchange,includingphysicalgrowth,emotionaland socialdevelopment,andsexualdevelopmentassociatedwithpuberty.Thedifferentratesatwhichindividualsdevelopisalso amajorissue. Thedevelopmentassociatedwithpubertyaffectsstudentsinvolvementinphysicalactivity.Theirincreasingstrength, coordinationandcontrolallowsthemtodevelopandrefinelocomotorandmanipulativeskillsthroughpractiseandrehearsal, sothattheycanparticipateeffectivelyingames,activitiesandsports.Atthisstage,studentsrefinebasicandcomplexmotor skillsandapplythemtoincreasinglycomplexgames,activitiesandsportspecificsituations.Studentsparticipateinoutdoor adventureactivitiesinnaturalenvironments,whichdevelopskills,knowledgeandbehaviourstoenhanceandpromotesafety. Theyuseskillssuchasstrategicthinkingtosolvereallifeproblemstoimprovegameperformance. Studentslearnskillssuchasmonitoringintensityduringexercise,whichhelpthemmaintainhealthenhancinglevelsof physicalactivity.Theyparticipateregularlyinmoderatetovigorousphysicalactivityandexplorefactorsthatinfluence participation. Theirsocialdevelopmenthelpsfacilitatecooperation,communication,planningandteamdevelopmentinsportsand games,andtheyconsiderhowthesefactorscaninfluenceparticipationandperformance.Theyfavourworkingwiththeir peersduringlearningactivitiestoimproveperformance,anddevelopskillsinprovidingconstructivefeedbacktoapartner basedonperformancecriteria.Theyalsomonitorandanalysetheirownperformance. Studentsatthisstageacquiredescriptiveandanalyticalskillsfordiscussingrolesandrulesincompetitivesports.They undertakeavarietyofrolesinteamgames,includingplayer,coach,umpireandadministrator.Theyreflectontheir experiencesanddevelopanawarenessoftheresponsibilitiesthataccompanyleadershiproles. Studentsatthisstageareexperiencingsignificantphysical,socialandemotionalchangesassociatedwithpuberty.The changesassociatedwithpubertyusuallyoccurbetweentheagesof10and14levels.Forafew,pubertymaybeginasearly as8or9levelsandforothersitmaybemuchlater.TheHealthknowledgeandpromotiondimensiontakesinto considerationtheintensedevelopmentalchangesthatstudentsmayexperienceatthisstage.Asstudentsincreasingly differentiatethemselvesfromtheirpeers,theyreflectonthecommonlyaskedquestion,AmInormal?. Studentsincreasingrecognitionofbelongingtoapeergroupparallelstheirdevelopingsenseofself.Theyexplorehowthey definetheirownidentityandthatofothers,includinglookingatbeliefsandgeneralisationsassociatedwithcharacteristics suchasgender,raceandreligion.Theydiscussthevalidityofsuchclassifications.Atthisstage,theyuseproblemsolving strategiesrelevanttothehealthinterestsandneedsofyoungpeople,suchasissuesassociatedwithsexualhealthand druguse.Theydiscussandevaluatestrategiestominimiseharmandprotecttheirownandothershealth. Theyincreasinglyidentifywithgroupsandcommunitiesoutsidethefamily,whichprovidesacontextforstudyingtherangeof peersandsocialinfluencesontheirhealthrelatedbehaviours,learningaboutestablishingandmaintainingrelationships andconsideringviewsofwhatisright/wrong,good/bad,acceptable/unacceptable.Theybegintoseethemselvesas membersoflargercommunitiesandtoconsiderfactorsthataffecttheirownandothersabilitytoaccessandusehealth information,productsandserviceswithintheirlocalarea. Studentsregularlyengagewithnewsubjectmatterforexample,discoveringtherangeofinfluencesonfoodandthe importanceofnutritionalrequirementsforgrowthandactivityatdifferentstagesoflife.Accordingly,theylearnhowtoset nutritionalgoalsusingfoodselectionmodels. Levels9to10Developingpathways

Studentsengageinauthenticandpersonallymeaningfulactivitiesthatassistindevelopingpathwaysfortheirfuture.They explorehowtheirlearninglinkstotheworldaroundthemandappliestospecificsituations.Importantly,studentsbecome morefocusedonhowtheirlearningrelatestotheirpersonalfuture. Studentsincreasingstrengthanddevelopmentallowsforgreatercontrolandskillinphysicalactivity.Studentsdevelop proficiencyinarangeofhighlevelmovementandmanipulativeskillsforexample,combiningseveralskillssimultaneously, devisingandemployingtacticsandstrategiestocountertacticalchallenges.Theirincreasingskillsinplanning,observation andanalysisallowthemtodevelopandevaluatewaysofrefiningtechniquesandenhancingtheirownandothers performance.Theyarecapableofanalysingtheirpersonalskilllevelandmovementstrengthsinordertodeviseeffective individualgamestrategies.Theyareabletosetpersonalfitnessgoalsandimplementplanstoachievethese. Theyareintroducedtonewsportsthatrequirethelearningofnewskills,ortheadaptationofpreviouslylearntskillsinnew contexts,andimplementwaystoimprovethequalityoftheirownperformance. Studentsregularlyparticipateinmoderatetovigorousphysicalactivity,setpersonalfitnessgoals,developafitnessprogram andevaluateitssuccess.However,duringthisstageofschooling,involvementinphysicalactivitybecomesproblematicfor somestudents,particularlyyoungwomenastheyexperienceissuessuchasbodyimage,socialpressuresabout appropriatebehaviourforyoungpeople,andcompetinginterestsfortime. Studentsparticipateinpeerteachingorcoaching,withafocusonskilldevelopmentandimprovement.Theyengageina varietyofrecreationalandoutdooradventureactivities,anddevelopskills,knowledgeandbehavioursforsafeparticipationin theseactivities.Theylearnbasicfirstaidskills. Studentsatthisstagerealisethattheyhavesomeinputintofactors,viewsoractionsaffectingtheenvironmentoftheir classesandtheircommunity.Theydevelopanappreciationoftheimportanceofsportingcodesofconduct,implementingfair playandmodellinggoodsportingbehavioursforyoungermembersofthecommunity.Theyalsoassumeresponsibilityfor theorganisationofasportingcompetition. Studentsareatastagewhentheirbodies,emotionsandsocialbehavioursarecontinuingtochangerapidly.TheHealth knowledgeandpromotiondimensionacknowledgesthesocialrealityofyoungpeople.Atthisstage,youngpeopleare acknowledgedassexualbeingswithfeelingsanddesiresthatareanormalpartofdevelopment.Theyareawareoftheir developingsexuality,andconsiderhowdifferentrolesandresponsibilitiesinsexualrelationshipscanaffecttheirhealthand wellbeing.Theyexploretheassumptions,communityattitudesandstereotypesaboutyoungpeopleandsexuality.They evaluatepoliciesandpracticesinrelationtosexualharassment,homophobiaand/ordiscrimination,andconsidertheir rightsandresponsibilitiesintheseareas.Theylearnaboutdifferentviewsofsexualityandsexualbehaviour,rightsand responsibilitiesinrelationships,andeffectivewaysofestablishing,maintainingandendingrelationships. Studentsexaminetheperceptionsofchallenge,riskandsafetyinavarietyofsettings.Theyexaminestrategiesthatpromote safety,includingthoseassociatedwiththeworkplace.Theyalsodemonstrateanunderstandingofhowtoexpress independence,andusestrategiesforbeingassertivewhenprotectingtheirownandothershealthintheirclassroom,home andcommunity.Theyexploreissuesrelatedtotheirincreasingindependence,suchastheprovisionofservicesthrough Medicare. Studentsdevelopgreaterindependence.Theyseekdeeperconnectionsbetweentheirlearningandtheworldaroundthem. Theyusehealthdatatoexplorepersonalbehavioursandcommunityactionsthatcontributetothehealthofspecificgroups. Theyinvestigatecommunityfacilitiesavailableforhealthandphysicalfitnessactivities,andexplorehowtheymightusethem tomaintaintheirwellbeing.
SafetyandsensitiveissuesinHealthandPhysicalEducation
Furtherconsiderations
Communityconcernsandkeyinitiatives
Therearevariousissuesthatelicitahighlevelofcommunityawarenessandconcern.Thegovernmentsector,business communityandmanynongovernmentagenciesprovideandsupportinitiativesthatcomplementtheHealthandPhysical Educationdomain.TheflexibilityandcontemporarynatureofAusVELSallowstheincorporationofcurrentandfuture initiativesaspartoftheongoingteachingandlearningprocess.Examplesinclude:
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healthpromotingschools drugeducation watersafety:PlayitSafebytheWater healthyeatingandphysicalactivity:GoforYourLife roadsafety NationalMentalHealthinSchoolsProject:MindMatters.
Safety
TheHealthandPhysicalEducationdomainincludespracticalactivitiesaswellaslearningexperiencesthatexplorearange ofpersonalissues.Teachingpracticesneedtoensurethatcarefulconsiderationisgiventothephysical,socialand emotionalsafetyofeachindividualstudentatalltimes.Inplanningandimplementingcoursesofthisnature,teachers shouldconferwiththePrincipalforrelevantprocedures,guidelinesanddocumentation. TheimportanceofsafetyintheHealthandPhysicalEducationdomainisimplicitineachofthedimensionsothatstudents areawareofandtakeaproactiveroleinthesafetyofthemselvesandothers.
Sensitiveissues
TheVCAArecognisesthatanumberofissueswithintheHealthandPhysicalEducationdomainneedtobehandled sensitively. Thepartnershipbetweenschoolandhomeisespeciallyimportant.ThepreparationandimplementationoftheHealthand PhysicalEducationcurriculumshouldbeconsistentwiththeschoolethos,communityandparentalexpectationsand prescribedguidelinesoftherelevanteducationalsector.ThePrincipalshouldbeconsultedtoclarifyappropriateprocedures, guidelinesanddocumentation.
SexualityEducationandAusVELS
Introduction
TheSexualityEducationCurriculumAuditToolassistsschoolstoevaluatetheirsexualityeducationcurriculumagainst AusVELS.Inusingthetool,schoolswillidentify:
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thecomponentsofsexualityeducationthatarecurrentlyincludedintheschoolcurriculum topicsandthemesrelevanttosexualityeducationthatarenotcurrentlyaddressedintheschoolcurriculumthatcould beincludedinthefuture theteachingandlearningresourcesrequiredtosupporttheteachingofspecifictopicsorthemesrelevanttosexuality education

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theadditionalskillsandsupportrequiredtoimplementacomprehensivesexualityeducationcurriculum.
ThisaudittoolfocusesontheHealthandPhysicalEducationandInterpersonalDevelopmentdomainswhichhavethe strongestcurriculumlinkstosexualityeducation.Auditpageshavebeenprovidedforthesetwodomains.Otherdomains suchasEnglish,History,CivicsandCitizenshipandSciencecouldpotentiallyprovideopportunitiestoaddresstopics relevanttosexualityeducation.Ablankauditformathasbeenprovidedtoallowschoolstoinvestigateotherdomainsthatmay addresstopicsrelevanttosexualityeducation.
Downloads
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SexualityEducationCurriculumAuditTool(
PDF141KB)
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofFoundationstandardsintheMovementandphysicalactivitydimension, theyengageinavarietyofphysicalactivitiesontheirownandwiththeirpeers,withandwithoutequipment,andinarange ofenvironments(indoor,outdoorandaquatic).Theybegintodevelopbasicmotorskillssuchasrunning,hopping, jumping,skipping,catching,throwing,kicking,rolling,balancing,twistingandturning.Througharangeofactivities,such asdance,gymnasticsandgames,studentsprogressivelygaincontroloftheirmovementsinpersonalandgeneral space,whilestationaryandmoving.Theypractisearangeofmovementpatternsinaquaticenvironmentssuchas:wade inentrytoandexitfromshallowwaterfloatwithabuoyancyaidperformabasiclegkickingactionwithabuoyancyaid recoveryfromanunaidedfacedownfloatglidetoastandingpositionandberescuedwitharopeorstick.Theyexplore waysofmovinganddevelopingcontrolwhenstopping,starting,springing,landing,andchangingdirectionandspeed. Theyrespondtomovementstimulisuchasrhythm,beat,musicandwords. Theyregularlyengageinactivitiesdescribedasmoderatetovigorous,suchasbriskwalkingorrunning,activeplay, swimming,dance,sportsandgames,whichincreasestudentbreathingandsweating. Studentsbegintodevelopamovementvocabulary,includingmovementwords,waysofdescribingthephysical responsesoftheirbodiestomovementandthefeelingsassociatedwithparticipationinphysicalactivityforexample,hot, tired,sweaty,puffed,excited,scaredandhappy. Theylearnsimplerulesandproceduresforsafemovement,andhowtofollowinstructions.Theybegintocombine movementwiththeuseofequipment.Whileparticipatinginmovementandphysicalactivities,theylearntoconsider, supportandencourageotherstoshareequipment,andtoadheretorulesthataidparticipationandcooperation. AsstudentsworktowardstheachievementofLevel4standardsintheHealthknowledgeandpromotiondimension,they explorebasichealthneedsthatmustbemettomaintainorpromotetheirhealthandtohelpthemgrowanddevelop.They discussphysicalchangesaspeoplegrowanddevelop,anddescribehowtheirownbodieshavechangedovertime. Studentsexploretheiremotionsandidentifythedifferentwaysinwhichpeopleexpressandrespondtoemotions. Studentsstartidentifyingnewthingstheycandoandtheresponsibilitiesassociatedwiththese.Theybegintolearnabout thedevelopmentofpersonalidentity. Studentslearntoidentifythoseenvironmentswheretheyfeelconfidentandthosewheretheymaybeafraidorconcerned fortheirsafety.Theypractisehowtorespondtosituationsthatmakethemfeelunsafe,andlearnaboutwhocanhelp them.Theylearnaboutlocalsignsandsymbolsrelatedtosafety(forexample,trafficsignsorsymbolsonmedicines)and explorepossibleactionstotakewhentheyfeelthreatenedorunsafe. Studentsareintroducedtothebasicprinciplesoflivinganactiveandhealthylifeandbegintolearnabouttheimportance ofeatingavarietyoffoods.Theylearnabouthowfoodsdifferinlook,taste,feelandsmell,andbegintounderstandhow goodfoodchoicescontributetoanactiveandhealthylife.
Standards

AtFoundation,studentsperformbasicmotorskillsandmovementpatterns,withorwithoutequipment,inarangeof environments.Theyregularlyengageinperiodsofmoderatetovigorousphysicalactivity.Theyusesimplevocabularyto describemovement,thephysicalresponsesoftheirbodiestoactivityandtheirfeelingsaboutparticipationinphysical activity.Whenparticipatinginmovementandphysicalactivities,theyfollowrulesandproceduresandshareequipment andspacesafely. Healthknowledgeandpromotion
InHealthandPhysicalEducation,standardsfortheHealthknowledgeandpromotiondimensionareintroducedatLevel 3.
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Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsintheMovementandphysicalactivitydimension,they participateinavarietyofphysicalactivitiesinarangeofenvironments(indoor,outdoorandaquatic).Theyexploredifferent actionsofthebodyandbegintounderstandhowtheseactionsaffectmovementefficiency.Theypractisebasicmotor skillssuchasrunning,hopping,jumping,skipping,catching,throwing,kicking,rolling,balancing,twistingandturning andareintroducedtomorecomplexskillssuchasleaping,dodging,theoverarmthrow,dribblingandstrikingballs, cartwheelingandhandstanding.Theyparticipateinanddevelopcontroloverarangeoflocomotoractivitiesthatrequirea changeofspeed(suchasfastandslowmovements),direction(suchasup/down,forward/backward,right/left, clockwise/anticlockwise)andlevel.Levelsdefinetherelationshipofthebodytothefloor.Lowlevelactivitiescouldinclude movingclosetothefloorsuchascrawlingorcraborsealwalking,whileactivitiesatahigherlevelinvolveagreater distancefromthefloorsuchasjumping,climbingoractivitiesonabalancebenchorbar.Theypractisearangeof movementpatternsinaquaticenvironments.Thesecouldinclude:combiningarmandlegmovementstomovethrough wateronthefrontandbackfor10metresperformingatorpedoonthefrontforthreetofivemetrespushingoffthebottom orsideofthepoolandglidingbothwithandwithoutflotationaidandtreadingwater. Theyadvancefromcreatingandplayinggamesontheirownorwithapartnertoplayinginsmallandlargegroups.They begintocombinemotorskillsintomovementsequences,andcreatesimplemovementsequencesinresponsetoa varietyofstimuli.Theybegintoadaptmovementskillstochangingenvironmentalconditionsforexample,adaptingthe techniqueofbouncingaballtocaterfordifferentsurfacessuchasasphaltorgrass. Studentsbegintounderstandthelinkbetweenphysicalactivityandhealth,andlearnthattheyneedenergytoparticipate inphysicalactivity.Theylearntodescribetheirphysiologicalresponsestoparticipationinbothmoderateandvigorous activityusingvocabularysuchasoutofbreathandheartbeatingfaster.Theydiscusshowactivitiesthatmakethemhuff andpuffimproveheartandlungfunction. Studentsdiscusstheneedforsafetyrulesforequipmentuse,andpractiseappropriatesafetyskillsandprocedures. AsstudentsworktowardstheachievementofLevel4standardsintheHealthknowledgeandpromotiondimension,they beginlearningabouthowtheydevelop.Theyexplorepeoplesneedsatvariousstagesofdevelopmentandrecognise thatsomeneedsapplytoallstagesoflife.Theydescribewhattheylikeaboutthemselves,howtheyaresimilartoothers andhowtheyareunique. Theybegintoidentifythebenefitsofsafebehavioursandlearnhowtheycanprotectandincreasetheirhealthandsafety andthehealthandsafetyofothers.Inconsideringpersonalsafetyissues,theydiscussthewayvarioussituationsand behavioursaffectthewaytheyfeel,anddeveloppersonalresponsestosuchbehavioursandsituations. Withguidance,theylearntomakehealthyfoodchoicesaccordingtohealthyeatingmodels,andtoconsiderthefactors thatinfluencetheirchoiceoffoods.Theybegintorecognisetheimportanceofvarietyandfrequencyoffoodconsumption foranactiveandhealthylife.
Standards
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AtLevel1,studentsareworkingtowardtheLevel2standards. Healthknowledgeandpromotion
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Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsintheMovementandphysicalactivitydimension,they participateinavarietyofphysicalactivitiesinarangeofenvironments(indoor,outdoorandaquatic).Theyexploredifferent actionsofthebodyandbegintounderstandhowtheseactionsaffectmovementefficiency.Theypractisebasicmotor skillssuchasrunning,hopping,jumping,skipping,catching,throwing,kicking,rolling,balancing,twistingandturning andareintroducedtomorecomplexskillssuchasleaping,dodging,theoverarmthrow,dribblingandstrikingballs, cartwheelingandhandstanding.Theyparticipateinanddevelopcontroloverarangeoflocomotoractivitiesthatrequirea changeofspeed(suchasfastandslowmovements),direction(suchasup/down,forward/backward,right/left, clockwise/anticlockwise)andlevel.Levelsdefinetherelationshipofthebodytothefloor.Lowlevelactivitiescouldinclude movingclosetothefloorsuchascrawlingorcraborsealwalking,whileactivitiesatahigherlevelinvolveagreater distancefromthefloorsuchasjumping,climbingoractivitiesonabalancebenchorbar.Theypractisearangeof movementpatternsinaquaticenvironments.Thesecouldinclude:combiningarmandlegmovementstomovethrough wateronthefrontandbackfor10metresperformingatorpedoonthefrontforthreetofivemetrespushingoffthebottom orsideofthepoolandglidingbothwithandwithoutflotationaidandtreadingwater. Theyadvancefromcreatingandplayinggamesontheirownorwithapartnertoplayinginsmallandlargegroups.They begintocombinemotorskillsintomovementsequences,andcreatesimplemovementsequencesinresponsetoa varietyofstimuli.Theybegintoadaptmovementskillstochangingenvironmentalconditionsforexample,adaptingthe techniqueofbouncingaballtocaterfordifferentsurfacessuchasasphaltorgrass. Studentsbegintounderstandthelinkbetweenphysicalactivityandhealth,andlearnthattheyneedenergytoparticipate inphysicalactivity.Theylearntodescribetheirphysiologicalresponsestoparticipationinbothmoderateandvigorous activityusingvocabularysuchasoutofbreathandheartbeatingfaster.Theydiscusshowactivitiesthatmakethemhuff andpuffimproveheartandlungfunction. Studentsdiscusstheneedforsafetyrulesforequipmentuse,andpractiseappropriatesafetyskillsandprocedures. AsstudentsworktowardstheachievementofLevel4standardsintheHealthknowledgeandpromotiondimension,they beginlearningabouthowtheydevelop.Theyexplorepeoplesneedsatvariousstagesofdevelopmentandrecognise thatsomeneedsapplytoallstagesoflife.Theydescribewhattheylikeaboutthemselves,howtheyaresimilartoothers andhowtheyareunique. Theybegintoidentifythebenefitsofsafebehavioursandlearnhowtheycanprotectandincreasetheirhealthandsafety andthehealthandsafetyofothers.Inconsideringpersonalsafetyissues,theydiscussthewayvarioussituationsand behavioursaffectthewaytheyfeel,anddeveloppersonalresponsestosuchbehavioursandsituations. Withguidance,theylearntomakehealthyfoodchoicesaccordingtohealthyeatingmodels,andtoconsiderthefactors thatinfluencetheirchoiceoffoods.Theybegintorecognisetheimportanceofvarietyandfrequencyoffoodconsumption foranactiveandhealthylife.
Standards
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AtLevel2,studentsdemonstratebasicmotorskillsandsomemorecomplexskills.Theycombinemotorskillsand movementpatternsduringindividualandgroupactivities.Theydemonstratecontrolwhenparticipatinginlocomotor activitiesrequiringchangeofspeed,directionandlevel.Theycreateandperformsimplerhythmicalmovement sequencesinresponsetostimuli.Theyregularlyengageinsessionsofmoderatetovigorousphysicalactivityand describethelinkbetweenphysicalactivityandhealth.Theyexplainthecontributionrulesandproceduresmaketosafe conductofgamesandactivities.Theyuseequipmentandspacesafely. Healthknowledgeandpromotion
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Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinHealthandPhysicalEducation,theypractiseanduse complexmanipulativeandlocomotorskillsinarangeofmovementenvironments(indoor,outdoorandaquatic).They practiseanddevelopcompetencyinarangeofcomplexmotorskillssuchasleaping,dodging,theoverarmthrow, dribblingandstrikingballs,cartwheelingandhandstanding.Inaquaticenvironmentstheypractisearangeof movementssuchas:propellingthebodyonthefrontandbackusingfreestyle,backstroke,breaststrokeandsurvival backstrokefor10to20metresandalandbasedrescue.Theydiscusstheperformancecriteriaofmotorskillsand practiseobservingapartnersperformance.Throughmodifiedmajorgames(forexample,gameswithmodifiedrules, equipment,playingfield,lengthofgameornumbersonateamsuchasmodifiednetball),andathleticsactivities(for example,discus,shotputandmodifiedversionsofjumps),studentsbegintoapplytheirskillsinsportspecificsettings. Duringgymnasticsordancesessionsstudentslearn,reproduceandchoreographmorecomplexmovementsequences. Studentsparticipateinarangeofactivitiesthatpromotehealthrelatedfitnesscomponentsofcardiorespiratoryfitness, flexibilityandstrengthandexplorethelinkbetweenhealthrelatedfitnessandlifestyleactivities. Theyexplorebasicgamestacticssuchas:introducingtheconceptsofattackanddefencefollowingtherulesofthe gameanddescribingtherolesofvariouspositions.Theybegintoworkwithotherstosetandachievegoalsinboth cooperativeandcompetitivegamessettings.Theyinventgamesforthemselvesandotherstoplay,anddiscussand practiseappropriatesafetyconsiderationsforthesegames.Studentsconsiderthedifferenttasksundertakenbyofficials toensureagameoractivitycanproceedsmoothly.Theydiscusshowallstudentscanhaveequalopportunityto participate,irrespectiveofskilllevel.Whereappropriate,theyparticipateincompetitiveactivitiesthroughintraschool sport. Studentslearnaboutoutdooradventureactivitiestoenablethemtobetterunderstandthenatureofoutdoorenvironments andhowtheycanpreparethemselvesforsafeinvolvementinsuchactivities. Studentsexaminetheirphysicaldevelopmentindetailforexample,changesintheirheight.Theydevelopan understandingofhumandevelopmentacrossthelifespanasacontinuousprocessinvolvingchangesandpredictable stagessuchasconception,prenatal,infancy,childhood,adolescence,adulthoodandaging.Studentslearnthatwhilethe natureofchangesassociatedwiththesestagesispredictable,thetimingwillvaryforindividuals.Studentsbeginto explorehowtheiremotionsareaffectedbythewaytheyviewthemselves,identifyingfactors(includingtheinfluenceof peersandfamily)thataffect,positivelyornegatively,theirsenseofidentityandselfworth.Theylearnskillsformaintaining andsupportingtheirselfworth.Theyexaminerolesandexpectationsofpeoplewhicharisefromgender,cultureandage. Theyinvestigateavarietyofscenariosidentifyingpotentialhazardsandharmsathome,atschoolandinthecommunity, usinggivencriteriasuchasahomesafetychecklist.Theybegintoexploretherelationshipbetweensafety,riskand challenge,withanemphasisondevelopingtheirknowledgeandunderstandingofstrategiesandskillstoreduceharms, preventaccidentsandcreatesafeandsupportiveenvironments. Studentsexplorehowtheschoolandcommunitycontributetothehealthofitsmembers,boththroughtheimpactofits physicalandsocialenvironmentsandthroughtheservicesandfacilitiesitprovides.Examplesoffacilitiesandservices thatcontributetohealthcouldincludeschoolcrossings,safetysigns,playgrounds,parks,clubsandaschool environmentfreeofbullying.
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Studentsdeveloptheirunderstandingoftheneedforvarietyandfrequencyoffoodintakeinactiveandhealthylives,and begintorelatethefoodstheyeatwiththeenergytheyneedforeverydayandphysicalactivities.Theyconsiderthe physiological,social,culturalandeconomicfactorsthatinfluencefoodchoice,andtheimpactofthesefactorsonhealthy eating.Examplescouldinclude:howtasteormoodaffectsfoodchoicetheimpactofmeetingnutritionalrequirementsfor growthandenergytheinfluenceofpeersandfamilyonfoodchoicepopularfoodsinothercountriesandtheavailability oflowcosthealthysnacksorlunches.Studentsreflectontheimportanceofhealthyeatingandparticipationinphysical activityfortheirphysical,socialandemotionalhealth.
Standards
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Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinHealthandPhysicalEducation,theypractiseanduse complexmanipulativeandlocomotorskillsinarangeofmovementenvironments(indoor,outdoorandaquatic).They practiseanddevelopcompetencyinarangeofcomplexmotorskillssuchasleaping,dodging,theoverarmthrow, dribblingandstrikingballs,cartwheelingandhandstanding.Inaquaticenvironmentstheypractisearangeof movementssuchas:propellingthebodyonthefrontandbackusingfreestyle,backstroke,breaststrokeandsurvival backstrokefor10to20metresandalandbasedrescue.Theydiscusstheperformancecriteriaofmotorskillsand practiseobservingapartnersperformance.Throughmodifiedmajorgames(forexample,gameswithmodifiedrules, equipment,playingfield,lengthofgameornumbersonateamsuchasmodifiednetball),andathleticsactivities(for example,discus,shotputandmodifiedversionsofjumps),studentsbegintoapplytheirskillsinsportspecificsettings. Duringgymnasticsordancesessionsstudentslearn,reproduceandchoreographmorecomplexmovementsequences. Studentsparticipateinarangeofactivitiesthatpromotehealthrelatedfitnesscomponentsofcardiorespiratoryfitness, flexibilityandstrengthandexplorethelinkbetweenhealthrelatedfitnessandlifestyleactivities. Theyexplorebasicgamestacticssuchas:introducingtheconceptsofattackanddefencefollowingtherulesofthe gameanddescribingtherolesofvariouspositions.Theybegintoworkwithotherstosetandachievegoalsinboth cooperativeandcompetitivegamessettings.Theyinventgamesforthemselvesandotherstoplay,anddiscussand practiseappropriatesafetyconsiderationsforthesegames.Studentsconsiderthedifferenttasksundertakenbyofficials toensureagameoractivitycanproceedsmoothly.Theydiscusshowallstudentscanhaveequalopportunityto participate,irrespectiveofskilllevel.Whereappropriate,theyparticipateincompetitiveactivitiesthroughintraschool sport. Studentslearnaboutoutdooradventureactivitiestoenablethemtobetterunderstandthenatureofoutdoorenvironments andhowtheycanpreparethemselvesforsafeinvolvementinsuchactivities. Studentsexaminetheirphysicaldevelopmentindetailforexample,changesintheirheight.Theydevelopan understandingofhumandevelopmentacrossthelifespanasacontinuousprocessinvolvingchangesandpredictable stagessuchasconception,prenatal,infancy,childhood,adolescence,adulthoodandaging.Studentslearnthatwhilethe natureofchangesassociatedwiththesestagesispredictable,thetimingwillvaryforindividuals.Studentsbeginto explorehowtheiremotionsareaffectedbythewaytheyviewthemselves,identifyingfactors(includingtheinfluenceof peersandfamily)thataffect,positivelyornegatively,theirsenseofidentityandselfworth.Theylearnskillsformaintaining andsupportingtheirselfworth.Theyexaminerolesandexpectationsofpeoplewhicharisefromgender,cultureandage. Theyinvestigateavarietyofscenariosidentifyingpotentialhazardsandharmsathome,atschoolandinthecommunity, usinggivencriteriasuchasahomesafetychecklist.Theybegintoexploretherelationshipbetweensafety,riskand challenge,withanemphasisondevelopingtheirknowledgeandunderstandingofstrategiesandskillstoreduceharms, preventaccidentsandcreatesafeandsupportiveenvironments. Studentsexplorehowtheschoolandcommunitycontributetothehealthofitsmembers,boththroughtheimpactofits physicalandsocialenvironmentsandthroughtheservicesandfacilitiesitprovides.Examplesoffacilitiesandservices thatcontributetohealthcouldincludeschoolcrossings,safetysigns,playgrounds,parks,clubsandaschool environmentfreeofbullying.
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Studentsdeveloptheirunderstandingoftheneedforvarietyandfrequencyoffoodintakeinactiveandhealthylives,and begintorelatethefoodstheyeatwiththeenergytheyneedforeverydayandphysicalactivities.Theyconsiderthe physiological,social,culturalandeconomicfactorsthatinfluencefoodchoice,andtheimpactofthesefactorsonhealthy eating.Examplescouldinclude:howtasteormoodaffectsfoodchoicetheimpactofmeetingnutritionalrequirementsfor growthandenergytheinfluenceofpeersandfamilyonfoodchoicepopularfoodsinothercountriesandtheavailability oflowcosthealthysnacksorlunches.Studentsreflectontheimportanceofhealthyeatingandparticipationinphysical activityfortheirphysical,socialandemotionalhealth.
Standards
AtLevel4,studentsperformabroadrangeofcomplexmotorskills.Theydemonstrateawidevarietyofmotorskillsand applythemtobasic,sportspecificsituations.Theycreateandperformcoordinatedmovementsequencesthatcontaina varietyofmotorskillsandmovementpatterns.Theyparticipateregularlyinphysicalactivitiesforthepurposeofimproving skillandhealth,andidentifyanddescribethecomponentsofhealthrelatedfitness.Theybegintousebasicgames tactics.Theyworkwithotherstoachievegoalsinbothcooperativeandcompetitivesportingandgamessituations, explaintheconceptoffairplay,andrespecttherolesofofficials.Studentsfollowsafetyprinciplesingamesandactivities. Healthknowledgeandpromotion
AtLevel4,studentsdescribethestagesofhumandevelopmentacrossthehumanlifespan.Studentsexplainbasic conceptsofidentityandusesimplestrategiestomaintainandsupporttheirselfworth.Theyidentifybasicsafetyskills andstrategiesathome,schoolandinthecommunity,anddescribemethodsforrecognisingandavoidingharmful situations.Theydescribehowphysicalandsocialcomponentsinthelocalenvironmentcontributetowellbeingand identifyhowhealthservicesandproductsaddressthehealthneedsandconcernsofthelocalcommunity.Theyidentify healthyeatingpracticesandexplainsomephysiological,social,culturalandeconomicreasonsforpeoplesfood choices.
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Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinHealthandPhysicalEducation,theyrefineandexpand theirrangeofskills,andperformthemwithincreasingprecision,accuracyandcontrolinmorecomplexmovements, sequencesandgames.Studentsbegintoobserve,andgiveconstructivefeedbackon,theskillperformanceoftheir peers.Theyconsolidatetheirmobilityandsafetyskillsinaquaticenvironmentsanddevelopconfidenceandresponsibility inthewaterby,forexample:swimmingcompetentlyforacontinuousdistanceof50metres(25metersinfreestyleand25 metresinanotherstroke)demonstratingsoundbreathingandstroketechniquesthrowingaropeorbuoyantobjecttoa personatleastfivemetresfromthesideofthepoolandpullingorinstructingthemtosafetyandperformingsurvival techniquesofsculling,treadingwater,floatingandsurvivalstrokesforanextendedtime(fourtosixminutes),while clothed,inapooland/orinopenwater. Studentslearnaboutandexperienceavarietyofoutdooradventureactivitiesinnaturalenvironmentssuchas bushwalkingandbasicorienteering. Asstudentscontinuetoparticipateinregularperiodsofmoderatetovigorousphysicalactivity,theyexplorethetraining principlesforimprovingcomponentsofhealthrelatedfitnessandwaystomonitorexerciseintensity. Theyusestrategicthinking,communicationandcooperationtoenhanceperformanceandparticipationinorderto improvegameperformanceforexample,encouragingtacticalawarenessofspace,force,time,selfandotherswhen makinggamesbaseddecisions.Studentsbegintosetpersonalgoalstoimproveperformancebyreflectingontheirskill developmentneeds,andexplorestrategiestoachievethem. Studentsundertakeavarietyofroleswhenparticipatinginmodifiedsports,suchasumpire,coachorselector,andare supportedintakingresponsibilityfororganisingandconductingcompetitiveactivitiesinwhichdecisionsaremadeabout procedures,rulesandfairplay. Workingingroups,theydiscusswaystodesignormodifyasimpleactivityorgame,andconsidertheobjectofthegame, theplayingconditions,thescoringandtherulesandproceduresforitssafeconduct. Studentsdiscusssignificanttransitionsbetweenlifestages,particularlythechangesassociatedwithpubertyandthe changingrolesandresponsibilitiesduringthesestages.Theydiscusshowtheirroleandresponsibilitieswithinthe familysettingandamongfriendsmaychange.Theydiscussreproductivesystems,sexualdevelopmentandsexual maturation.Theyconsiderthevariouswaysthatpeoplevieweachotheronthebasisofcharacteristicssuchasgender, raceandreligion,aswellasqualitiessuchasneeds,abilitiesandaspirations.Theydiscussthevalidity,advantagesand disadvantagesofsuchclassifications. Studentsdevelopanunderstandingoftherighttobesafe.Theylearntodescribeandassessthestrategiesfor respondingtosituationsthatarepotentiallyunsafe,riskyorharmfulinarangeofsettings(athome,atschoolandinthe community).
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Studentsconsiderwhatitmeanstobephysically,sociallyandemotionallyhealthy.Theyexploretheirownandothers viewsabouthealthandsuggestwhatitmightmeanforcertaingroupsofpeopleforexample,theelderly,peoplewitha disabilityorthosefromanotherculture.Studentsconsiderfactorsthataffecttheirownandothersabilitytoaccessand effectivelyusehealthinformation,productsandservices.Theydiscussanddevelopstrategiesforimprovingtheir personalhealth. TheyinvestigatedifferentfoodselectionmodelssuchastheHealthyEatingPyramidandtheAustralianGuidetoHealthy Eatingandtheircharacteristics,andreflectonhowtheycanbeusedtoassistindecisionsaboutfoodchoices.Theylearn aboutthesafeandhygienicpreparationandstorageoffood.
Standards
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Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinHealthandPhysicalEducation,theyrefineandexpand theirrangeofskills,andperformthemwithincreasingprecision,accuracyandcontrolinmorecomplexmovements, sequencesandgames.Studentsbegintoobserve,andgiveconstructivefeedbackon,theskillperformanceoftheir peers.Theyconsolidatetheirmobilityandsafetyskillsinaquaticenvironmentsanddevelopconfidenceandresponsibility inthewaterby,forexample:swimmingcompetentlyforacontinuousdistanceof50metres(25metersinfreestyleand25 metresinanotherstroke)demonstratingsoundbreathingandstroketechniquesthrowingaropeorbuoyantobjecttoa personatleastfivemetresfromthesideofthepoolandpullingorinstructingthemtosafetyandperformingsurvival techniquesofsculling,treadingwater,floatingandsurvivalstrokesforanextendedtime(fourtosixminutes),while clothed,inapooland/orinopenwater. Studentslearnaboutandexperienceavarietyofoutdooradventureactivitiesinnaturalenvironmentssuchas bushwalkingandbasicorienteering. Asstudentscontinuetoparticipateinregularperiodsofmoderatetovigorousphysicalactivity,theyexplorethetraining principlesforimprovingcomponentsofhealthrelatedfitnessandwaystomonitorexerciseintensity. Theyusestrategicthinking,communicationandcooperationtoenhanceperformanceandparticipationinorderto improvegameperformanceforexample,encouragingtacticalawarenessofspace,force,time,selfandotherswhen makinggamesbaseddecisions.Studentsbegintosetpersonalgoalstoimproveperformancebyreflectingontheirskill developmentneeds,andexplorestrategiestoachievethem. Studentsundertakeavarietyofroleswhenparticipatinginmodifiedsports,suchasumpire,coachorselector,andare supportedintakingresponsibilityfororganisingandconductingcompetitiveactivitiesinwhichdecisionsaremadeabout procedures,rulesandfairplay. Workingingroups,theydiscusswaystodesignormodifyasimpleactivityorgame,andconsidertheobjectofthegame, theplayingconditions,thescoringandtherulesandproceduresforitssafeconduct. Studentsdiscusssignificanttransitionsbetweenlifestages,particularlythechangesassociatedwithpubertyandthe changingrolesandresponsibilitiesduringthesestages.Theydiscusshowtheirroleandresponsibilitieswithinthe familysettingandamongfriendsmaychange.Theydiscussreproductivesystems,sexualdevelopmentandsexual maturation.Theyconsiderthevariouswaysthatpeoplevieweachotheronthebasisofcharacteristicssuchasgender, raceandreligion,aswellasqualitiessuchasneeds,abilitiesandaspirations.Theydiscussthevalidity,advantagesand disadvantagesofsuchclassifications. Studentsdevelopanunderstandingoftherighttobesafe.Theylearntodescribeandassessthestrategiesfor respondingtosituationsthatarepotentiallyunsafe,riskyorharmfulinarangeofsettings(athome,atschoolandinthe community).
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Studentsconsiderwhatitmeanstobephysically,sociallyandemotionallyhealthy.Theyexploretheirownandothers viewsabouthealthandsuggestwhatitmightmeanforcertaingroupsofpeopleforexample,theelderly,peoplewitha disabilityorthosefromanotherculture.Studentsconsiderfactorsthataffecttheirownandothersabilitytoaccessand effectivelyusehealthinformation,productsandservices.Theydiscussanddevelopstrategiesforimprovingtheir personalhealth. TheyinvestigatedifferentfoodselectionmodelssuchastheHealthyEatingPyramidandtheAustralianGuidetoHealthy Eatingandtheircharacteristics,andreflectonhowtheycanbeusedtoassistindecisionsaboutfoodchoices.Theylearn aboutthesafeandhygienicpreparationandstorageoffood.
Standards
AtLevel6,studentsperformconfidentlyandefficientlyinarangeofmovementenvironments(indoor,outdoor,and aquatic).Theyrefinebasicandcomplexmotorskillsandapplytheseskillsinincreasinglycomplexgamesandactivities. Theymaintainregularparticipationinmoderatetovigorousphysicalactivityandmonitorexerciseintensity.Theyexplain theprocessforimprovinghealthrelatedfitness.Studentseffectivelyusestrategicthinkingandworkwithbothmoreand lessskilledpeerstoimprovegameperformance.Studentsworkindependentlytoimproveperformance.Theyevaluate theperformanceofapartnerandprovideconstructivefeedbackbasedonperformancecriteriatoassistskill development.Studentsdescribeandanalysethevariousrolesrequiredincompetitivesports.Theyworkinagroupto createagame,andestablishrulesandproceduresforitssafeconduct. Healthknowledgeandpromotion
AtLevel6,studentsidentifythelikelyphysical,emotionalandsocialchangesthatoccurduringpuberty.Theyidentifyand discussthevalidityofthewaysinwhichpeopledefinetheirownandotherpeoplesidentity.Theydescribetheactions theycantakeiftheyfeelunsafeathome,schoolandinthecommunity.Theydescribethephysical,socialandemotional dimensionsofhealthandestablishhealthgoalsandplanstrategiesforimprovingtheirpersonalhealth.Theydescribea rangeofhealthservices,productsandinformationthatcanbeaccessedtohelpmeethealthneedsandconcerns.They analyseandexplainphysiological,social,culturalandeconomicreasonsforfoodchoicesandanalyseanddescribefood selectionmodels.Theydescribehowtoprepareandstorefoodhygienically.
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Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinHealthandPhysicalEducation,theydevelopand refinearangeofmovementandmanipulativeskillsforexample,gymnasticsroutinesandhighlevelballskillssuchas shootingabasketinbasketballorspikingavolleyball.Theyparticipateinavarietyofteamandindividualgamesand activities,usingandbuildingonskillsandstrategiesfromothersportsaswellascontinuingtodevelopnew,sport specific,skills. Studentsdeveloptheirswimmingstroketechniquesandproficiencyinarangeofwatersafetyskillsastheyparticipate withinanaquaticenvironment.Thiscouldinclude:swimmingforacontinuousdistanceof150metres,changingbetween freestyle,backstroke,breaststrokeorsurvivalbackstrokeandwhileclothed,performingcorrectsurvivaltechniques, includingsculling,treadingwater,floatingandsurvivalstrokesforanextendedperiodoftimeinapooloropenwater. Duringparticipationinarangeofoutdoorrecreationandadventureactivities,studentsdevelopskills,knowledgeand behaviourswhichenhancesafeparticipationintheseactivities.Forexample,aspartofabushwalkingactivity,students coulddevelopanunderstandingofappropriateclothingandfootwearrequiredandtheneedforsunprotectionand accesstodrinkingwater. Studentsexploreviewsaboutfitnessandsuggestwhatfitnessmightmeantovariousgroupsinsociety.Theydevelop theirunderstandingofthephysical,mental,socialandemotionalbenefitsofparticipationinphysicalactivity,andexamine factorswhichinfluencesuchparticipation.Theyconsidertherelationshipbetweenphysicalactivity,fitnessandhealth, andexplorewaystomeasuretheirownfitnessandphysicalactivitylevels.Theyexploretherelationshipbetweentheir physicalactivityandnutritioninordertounderstandhowtheycanmaintainphysicalhealth.Theyinvestigateandaddress positiveandnegativemotivationalfactorsthatinfluencethevaluetheyplaceonparticipatinginphysicalactivity.Theyare introducedtothecomponentsofperformancerelatedfitness,andlearnhowtoanalyseandevaluatesportsandactivities fromthisperspective. Studentsengageinactivitieswhichdevelopstrategicthinkingandtacticalknowledgetoimproveindividualandteam performanceincompetitivesportsorgames.Theycollaboratewithteammembersplanningstrategiesandpractisingset playsforrespondingtogamesbasedtacticalchallenges.Studentsobservepeerperformance,developingandusing criteriatoprovideprecisefeedbackabouttheperformanceofmotorskillsandtacticsusedinaspecificsportorgame. Theyalsomonitorandanalysetheirownperformance. Studentsundertakeavarietyofrolesinteamgames(forexample,player,coach,umpireoradministrator)andreflecton theirexperiences.Theyrespecttherightofotherstoparticipate.Theyreflectontheirownpersonalandsocialbehaviours inphysicalactivitysettings,andhowtheycontributetocreatinganinclusiveandsupportiveenvironmentforlearningand fairplay. Studentscontinuetheirstudyofthechangesassociatedwithadolescencebyidentifyingwhatchangeshavealready occurredandwhatchanges(physical,socialandemotional)theycanexpecttoexperience.Theydescribetheinfluenceof thefamilyonshapingpersonalidentityandvalues.Theyexplainhowcommunityattitudesandlawsinfluencethesense ofrightandwrong.
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Indevelopingstrategiestominimiseharmandtoprotecttheirownandothershealth,studentsconsiderhealth resources,productsandservices,andtheinfluencesofthelaw,publichealthprograms,theirconscience,community attitudes,andreligiousbeliefs.Theybegintoclarifyacohesivesetofpersonalvaluesandhowtheycouldbeusedto improvetheirhealth. Studentsdescribethehealthinterestsandneedsofyoungpeopleasagroup,includingthoserelatedtosexualhealth (forexample,safesex,contraception,abstinenceandpreventionandcureofsexuallytransmittedinfections)anddrug issues(forexample,tobacco,alcohol,cannabisuse).Theyexploreactionsatpersonal,familyandsocietallevelsthat helptomeettheseneeds,andidentifytheinfluencesofindividualsandgroups.Theyexplorewaysofdealingwith change,especiallythesocialandemotionalaspectsoftransitionfromprimarytosecondaryschool.Theylearnhowto accessreliableinformationabouthealthissuesaffectingthemandtoidentifybarriersandenablerstoaccessinghealth services. Studentsreflectontherangeofinfluencesonpersonalfoodintake:peers,advertising,massmedia,mood,convenience, habit,culturalbeliefsandvalues,andaccesstofoodproductsandservices.Theyexploretopicalissuesrelatedtoeating, andidentifypersonalandcommunityfactorsthatinfluencetheirownfoodselection.Studentsconsiderthenutritional requirementsforgrowthandactivityatdifferentstagesoflife,andlearntosetnutritionalgoalsusingfoodselection models.Theylearnhowtoanalysenutritionalinformationprovidedinadvertisingandproductlabels,andtomake decisionsabouthowthisinformationcanbeusedby,orinfluence,individualsintheirfoodchoices.
Standards
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Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinHealthandPhysicalEducation,theydevelopand refinearangeofmovementandmanipulativeskillsforexample,gymnasticsroutinesandhighlevelballskillssuchas shootingabasketinbasketballorspikingavolleyball.Theyparticipateinavarietyofteamandindividualgamesand activities,usingandbuildingonskillsandstrategiesfromothersportsaswellascontinuingtodevelopnew,sport specific,skills. Studentsdeveloptheirswimmingstroketechniquesandproficiencyinarangeofwatersafetyskillsastheyparticipate withinanaquaticenvironment.Thiscouldinclude:swimmingforacontinuousdistanceof150metres,changingbetween freestyle,backstroke,breaststrokeorsurvivalbackstrokeandwhileclothed,performingcorrectsurvivaltechniques, includingsculling,treadingwater,floatingandsurvivalstrokesforanextendedperiodoftimeinapooloropenwater. Duringparticipationinarangeofoutdoorrecreationandadventureactivities,studentsdevelopskills,knowledgeand behaviourswhichenhancesafeparticipationintheseactivities.Forexample,aspartofabushwalkingactivity,students coulddevelopanunderstandingofappropriateclothingandfootwearrequiredandtheneedforsunprotectionand accesstodrinkingwater. Studentsexploreviewsaboutfitnessandsuggestwhatfitnessmightmeantovariousgroupsinsociety.Theydevelop theirunderstandingofthephysical,mental,socialandemotionalbenefitsofparticipationinphysicalactivity,andexamine factorswhichinfluencesuchparticipation.Theyconsidertherelationshipbetweenphysicalactivity,fitnessandhealth, andexplorewaystomeasuretheirownfitnessandphysicalactivitylevels.Theyexploretherelationshipbetweentheir physicalactivityandnutritioninordertounderstandhowtheycanmaintainphysicalhealth.Theyinvestigateandaddress positiveandnegativemotivationalfactorsthatinfluencethevaluetheyplaceonparticipatinginphysicalactivity.Theyare introducedtothecomponentsofperformancerelatedfitness,andlearnhowtoanalyseandevaluatesportsandactivities fromthisperspective. Studentsengageinactivitieswhichdevelopstrategicthinkingandtacticalknowledgetoimproveindividualandteam performanceincompetitivesportsorgames.Theycollaboratewithteammembersplanningstrategiesandpractisingset playsforrespondingtogamesbasedtacticalchallenges.Studentsobservepeerperformance,developingandusing criteriatoprovideprecisefeedbackabouttheperformanceofmotorskillsandtacticsusedinaspecificsportorgame. Theyalsomonitorandanalysetheirownperformance. Studentsundertakeavarietyofrolesinteamgames(forexample,player,coach,umpireoradministrator)andreflecton theirexperiences.Theyrespecttherightofotherstoparticipate.Theyreflectontheirownpersonalandsocialbehaviours inphysicalactivitysettings,andhowtheycontributetocreatinganinclusiveandsupportiveenvironmentforlearningand fairplay. Studentscontinuetheirstudyofthechangesassociatedwithadolescencebyidentifyingwhatchangeshavealready occurredandwhatchanges(physical,socialandemotional)theycanexpecttoexperience.Theydescribetheinfluenceof thefamilyonshapingpersonalidentityandvalues.Theyexplainhowcommunityattitudesandlawsinfluencethesense ofrightandwrong.
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Indevelopingstrategiestominimiseharmandtoprotecttheirownandothershealth,studentsconsiderhealth resources,productsandservices,andtheinfluencesofthelaw,publichealthprograms,theirconscience,community attitudes,andreligiousbeliefs.Theybegintoclarifyacohesivesetofpersonalvaluesandhowtheycouldbeusedto improvetheirhealth. Studentsdescribethehealthinterestsandneedsofyoungpeopleasagroup,includingthoserelatedtosexualhealth (forexample,safesex,contraception,abstinenceandpreventionandcureofsexuallytransmittedinfections)anddrug issues(forexample,tobacco,alcohol,cannabisuse).Theyexploreactionsatpersonal,familyandsocietallevelsthat helptomeettheseneeds,andidentifytheinfluencesofindividualsandgroups.Theyexplorewaysofdealingwith change,especiallythesocialandemotionalaspectsoftransitionfromprimarytosecondaryschool.Theylearnhowto accessreliableinformationabouthealthissuesaffectingthemandtoidentifybarriersandenablerstoaccessinghealth services. Studentsreflectontherangeofinfluencesonpersonalfoodintake:peers,advertising,massmedia,mood,convenience, habit,culturalbeliefsandvalues,andaccesstofoodproductsandservices.Theyexploretopicalissuesrelatedtoeating, andidentifypersonalandcommunityfactorsthatinfluencetheirownfoodselection.Studentsconsiderthenutritional requirementsforgrowthandactivityatdifferentstagesoflife,andlearntosetnutritionalgoalsusingfoodselection models.Theylearnhowtoanalysenutritionalinformationprovidedinadvertisingandproductlabels,andtomake decisionsabouthowthisinformationcanbeusedby,orinfluence,individualsintheirfoodchoices.
Standards
AtLevel8,studentsproficientlyperformcomplexmovementandmanipulativeskills.Studentsmeasuretheirownfitness andphysicalactivitylevelsandidentifyfactorsthatinfluencemotivationtobephysicallyactive.Theymaintainregular participationinmoderatetovigorousphysicalactivityandanalyseandevaluatetheirlevelofinvolvementinphysical activity.Theycombinemotorskills,strategicthinkingandtacticalknowledgetoimproveindividualandteamperformance. Healthknowledgeandpromotion
AtLevel8,studentsdescribethephysical,emotionalandsocialchangesthatoccurasaresultoftheadolescentstageof thelifespanandthefactorsthatinfluencetheirowndevelopment.Theydescribetheeffectoffamilyandcommunity expectationsonthedevelopmentofpersonalidentityandvalues.Theyidentifyoutcomesofrisktakingbehavioursand evaluateharmminimisationstrategies.Theyidentifythehealthconcernsofyoungpeopleandthestrategiesthatare designedtoimprovetheirhealth.Theydescribethehealthresources,productsandservicesavailableforyoungpeople andconsiderhowtheycouldbeusedtoimprovehealth.Theyanalysearangeofinfluencesonpersonalandfamilyfood selection,andidentifymajornutritionalneedsforgrowthandactivity.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinHealthandPhysicalEducation,theydevelop proficiencyinarangeofhighlevelmovementandmanipulativeskillssuchasasmashintennis,andfocusonidentifying andimplementingwaysofimprovingthequalityoftheirperformanceduringgames,physicalactivitiesandsports.They maybeintroducedtonewsports,gamesoractivitieswhichwillrequirethemtolearnnewskillsoradaptpreviouslylearnt skillsinanewcontext. Theyinvestigatedifferentcomponentsoffitness,howthesevarybetweenactivitiesandhowtheycontributetothe wellbeingofpeopleatdifferentstagesoftheirlives.Studentslearntosetpersonalphysicalactivityand/orfitnessgoals, developanactivityand/orfitnessprogramandevaluateitssuccess.Theyinvestigatecommunityfacilitiesavailablefor healthandphysicalfitnessactivities,engageinavarietyofrecreationalandoutdooradventureactivities,anddevelop skills,knowledgeandbehavioursforenhancingsafeparticipationintheseactivities. Theylearnandpractisetacticsandstrategiesrelevanttothesportsandactivitiesinwhichtheyareparticipating,including thedevelopmentofstrategiestocountertacticalchallengesingamesituations.Studentsparticipateinpeerteachingor coachingsituationswithafocusonskilldevelopmentandimprovement.Theydiscusssportingconduct,andimplement fairplayandgoodsportingbehaviours.Theyundertakeavarietyofrolesinteamgames(forexample,player,coach, umpireandadministrator)andassumeresponsibilityfortheorganisationofaspectsofasportingcompetition. Studentsextendtheirlearningaboutthemajortasksinestablishingpersonalidentity.Theydescribesocialandcultural factors,suchasfamily,themedia,communityexpectationsinfluencingthedevelopmentofpersonalidentity,includingthe developmentofidentityasitrelatestogender.Theydiscusswaystoexpressindependenceandtherightsand responsibilitiesassociatedwiththedevelopmentofincreasingindependence.Theyrehearsestrategiesforbeing assertivewhenprotectingtheirownandothershealth. Studentsdiscussrelationshipsandhowthedifferentaspectsofrelationshipsvarybetweenpeopleandovertime.They considerhowthedifferentrolesandresponsibilitiesinsexualrelationshipscanaffecttheirhealthandwellbeing.They explorearangeofissuesrelatedtosexualityandsexualhealthsuchassafesexpractices,sexualnegotiation,samesex attractionandtheimpactofalcoholonsexualandpersonalsafety.Studentsexploreassumptions,communityattitudes andstereotypesaboutyoungpeopleandsexuality.Theylearnstrategiesforsupportingthemselvesandotheryoung peopleexperiencingdifficultiesinrelationshipsorwiththeirsexuality,andlearnaboutthecommunityservicesavailable toassist.Studentsinvestigateandevaluatethepoliciesandpracticesintheirschoolinrelationtosexualandracial harassment,homophobiaand/ordiscrimination,andconsidertheirrightsandresponsibilitiesintheseareas. Studentsexaminementalhealthissuesrelevanttoyoungpeopleandconsidertheimportanceoffamilyandfriendsin supportingtheirmentalhealthandemotionalhealthneeds.Theyconsiderthestigmaofmentalillnessaswellasthe challengesforthosewithamentalillnessandforthosecaringforthem. Studentsexamineperceptionsofchallenge,riskandsafetyinavarietyofsettingssuchasinthehome,school,the workplaceandthecommunity.Theycontrastrisksthatpromotepersonalandsocialgrowthwiththosethatendanger health.Theydiscusswaystobalanceriskandsafety,andrefineandevaluateharmminimisationstrategies.They examinestrategiestopromotesafetysuchasthoseassociatedwithoccupationalhealthandsafety.Studentsexamine theconceptofadventureinoutdooractivitiesaswellasperceivedandactualrisk.Theylearnbasicfirstaidskillssuchas cardiopulmonaryresuscitation(CPR),asthmamanagementandsportsinjurymanagement.
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Studentsexploreassertivenessandresiliencestrategiesthatcouldbeusedinarangeofsituations.Usingtechniques suchasroleplayorsimulationgames,studentsareprovidedwithopportunitiestopractiseandreflectontheusefulness ofthesestrategies. Studentslearntousesimplehealthdatatoidentifythemajorcausesofillness,injuryanddeathinAustralia.They investigatepersonalbehavioursandcommunityactionsthatmaycontributetothehealthofspecificgroups.Students investigatetheworkofgovernmentdepartmentsandnongovernmentbodiesinpromotingandprotectingthehealthof youngpeople,includinglaws,policiesandprovisionofhealthservices.Theyidentifytheservicesprovidedthrough Medicare. Studentsexaminetherelationshipbetweennutritionandstagesofgrowthanddevelopment,andtheeatingpractices associatedwithdifferentstagesinlife.Theylearntoanalysethelinksbetweendietandcurrentcommunityhealthissues, andconsiderspecialdietaryneeds,andwaysofimprovingtheirowndiet.Theyresearchpatternsoffoodconsumptionin Australiaandinvestigatefactorsthatinfluencefoodchoice,suchaschangesinfamilylife.
Standards
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Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinHealthandPhysicalEducation,theydevelop proficiencyinarangeofhighlevelmovementandmanipulativeskillssuchasasmashintennis,andfocusonidentifying andimplementingwaysofimprovingthequalityoftheirperformanceduringgames,physicalactivitiesandsports.They maybeintroducedtonewsports,gamesoractivitieswhichwillrequirethemtolearnnewskillsoradaptpreviouslylearnt skillsinanewcontext. Theyinvestigatedifferentcomponentsoffitness,howthesevarybetweenactivitiesandhowtheycontributetothe wellbeingofpeopleatdifferentstagesoftheirlives.Studentslearntosetpersonalphysicalactivityand/orfitnessgoals, developanactivityand/orfitnessprogramandevaluateitssuccess.Theyinvestigatecommunityfacilitiesavailablefor healthandphysicalfitnessactivities,engageinavarietyofrecreationalandoutdooradventureactivities,anddevelop skills,knowledgeandbehavioursforenhancingsafeparticipationintheseactivities. Theylearnandpractisetacticsandstrategiesrelevanttothesportsandactivitiesinwhichtheyareparticipating,including thedevelopmentofstrategiestocountertacticalchallengesingamesituations.Studentsparticipateinpeerteachingor coachingsituationswithafocusonskilldevelopmentandimprovement.Theydiscusssportingconduct,andimplement fairplayandgoodsportingbehaviours.Theyundertakeavarietyofrolesinteamgames(forexample,player,coach, umpireandadministrator)andassumeresponsibilityfortheorganisationofaspectsofasportingcompetition. Studentsextendtheirlearningaboutthemajortasksinestablishingpersonalidentity.Theydescribesocialandcultural factors,suchasfamily,themedia,communityexpectationsinfluencingthedevelopmentofpersonalidentity,includingthe developmentofidentityasitrelatestogender.Theydiscusswaystoexpressindependenceandtherightsand responsibilitiesassociatedwiththedevelopmentofincreasingindependence.Theyrehearsestrategiesforbeing assertivewhenprotectingtheirownandothershealth. Studentsdiscussrelationshipsandhowthedifferentaspectsofrelationshipsvarybetweenpeopleandovertime.They considerhowthedifferentrolesandresponsibilitiesinsexualrelationshipscanaffecttheirhealthandwellbeing.They explorearangeofissuesrelatedtosexualityandsexualhealthsuchassafesexpractices,sexualnegotiation,samesex attractionandtheimpactofalcoholonsexualandpersonalsafety.Studentsexploreassumptions,communityattitudes andstereotypesaboutyoungpeopleandsexuality.Theylearnstrategiesforsupportingthemselvesandotheryoung peopleexperiencingdifficultiesinrelationshipsorwiththeirsexuality,andlearnaboutthecommunityservicesavailable toassist.Studentsinvestigateandevaluatethepoliciesandpracticesintheirschoolinrelationtosexualandracial harassment,homophobiaand/ordiscrimination,andconsidertheirrightsandresponsibilitiesintheseareas. Studentsexaminementalhealthissuesrelevanttoyoungpeopleandconsidertheimportanceoffamilyandfriendsin supportingtheirmentalhealthandemotionalhealthneeds.Theyconsiderthestigmaofmentalillnessaswellasthe challengesforthosewithamentalillnessandforthosecaringforthem. Studentsexamineperceptionsofchallenge,riskandsafetyinavarietyofsettingssuchasinthehome,school,the workplaceandthecommunity.Theycontrastrisksthatpromotepersonalandsocialgrowthwiththosethatendanger health.Theydiscusswaystobalanceriskandsafety,andrefineandevaluateharmminimisationstrategies.They examinestrategiestopromotesafetysuchasthoseassociatedwithoccupationalhealthandsafety.Studentsexamine theconceptofadventureinoutdooractivitiesaswellasperceivedandactualrisk.Theylearnbasicfirstaidskillssuchas cardiopulmonaryresuscitation(CPR),asthmamanagementandsportsinjurymanagement.
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Studentsexploreassertivenessandresiliencestrategiesthatcouldbeusedinarangeofsituations.Usingtechniques suchasroleplayorsimulationgames,studentsareprovidedwithopportunitiestopractiseandreflectontheusefulness ofthesestrategies. Studentslearntousesimplehealthdatatoidentifythemajorcausesofillness,injuryanddeathinAustralia.They investigatepersonalbehavioursandcommunityactionsthatmaycontributetothehealthofspecificgroups.Students investigatetheworkofgovernmentdepartmentsandnongovernmentbodiesinpromotingandprotectingthehealthof youngpeople,includinglaws,policiesandprovisionofhealthservices.Theyidentifytheservicesprovidedthrough Medicare. Studentsexaminetherelationshipbetweennutritionandstagesofgrowthanddevelopment,andtheeatingpractices associatedwithdifferentstagesinlife.Theylearntoanalysethelinksbetweendietandcurrentcommunityhealthissues, andconsiderspecialdietaryneeds,andwaysofimprovingtheirowndiet.Theyresearchpatternsoffoodconsumptionin Australiaandinvestigatefactorsthatinfluencefoodchoice,suchaschangesinfamilylife.
Standards
AtLevel10,studentsdemonstrateproficiencyintheexecutionofmanipulativeandmovementskillsduringcomplex activities.Theydemonstrateadvancedskillsinselectedphysicalactivities.Theyusetrainingmethodstoimprovetheir fitnesslevel,andparticipateinsports,games,recreationalandleisureactivitiesthatmaintainregularparticipationin moderatetovigorousphysicalactivity.Theyemployanddeviseskillsandstrategiestocountertacticalchallengesin gamessituations.Theyassumeresponsibilityforconductofaspectsofasportingcompetitioninwhichrolesareshared anddisplayappropriatesportingbehaviour. Healthknowledgeandpromotion
AtLevel10,studentsidentifyanddescribearangeofsocialandculturalfactorsthatinfluencethedevelopmentof personalidentityandvalues.Theyidentifyandexplaintherightsandresponsibilitiesassociatedwithdevelopinggreater independence,includingthoserelatedtosexualmattersandsexualrelationships.Theydescribementalhealthissues relevanttoyoungpeople.Theycompareandevaluateperceptionsofchallenge,riskandsafety.Theydemonstrate understandingofappropriateassertivenessandresiliencestrategies.Theyanalysethepositiveandnegativehealth outcomesofarangeofpersonalbehavioursandcommunityactions.Theyidentifythehealthservicesandproducts providedbygovernmentandnongovernmentbodiesandanalysehowthesecanbeusedtosupportthehealthneedsof youngpeople.TheyidentifyanddescribestrategiesthataddresscurrenttrendsinthenutritionalstatusofAustralians. TheyanalyseandevaluatethefactorsthataffectfoodconsumptioninAustralia.
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The Humanities
TableofContents Overview Introduction Domainstructure CurriculumF10 Foundationlevel Level1 Level2 Level3 Level4
2 2 2 5 5 6 7 8 9
The Humanities
IntroductiontoTheHumanities
TheHumanitiesinFoundationtoLevel10involvethestudyofhumansocietiesandenvironments,peopleandtheircultures inthepastandthepresent.TheHumanitiesprovideaframeworkfordevelopinginstudentsthekeyideasandconceptsthat enablethemtounderstandthewayinwhichpeopleandsocietieshaveorganisedtheirworldunderparticularconditionsand mademeaningofit. TheHumanitiestakeastheirsubjectmatterhumanbehaviour.Theyprovideuniquewaystounderstandhowandwhygroups ofpeoplehavesettledwheretheyhave,organisedtheirsocieties,developedmeansofgeneratinganddistributingwealth, developedcodes,lawsandbeliefsystems,relatedtoothergroupsofpeopleandinteractedwiththeirphysicalenvironment. TheHumanitiesencourageuseofresearchskillsandinquiryprocesses.Studentslearntoplananinvestigationandaskkey questions.Theyquestionandanalysearangeofdataandsourcesincludingartefacts,photographs,maps,stories,special events,interviews,sitevisitsandelectronicmedia.Theyformconclusionssupportedbyevidenceandpresentinformationin avarietyofways.
StructureoftheHumanitiesDomain
TheHumanitiesdomainisorganisedasfollows:
l l l l
TheHumanities:FoundationLevel4(includesHistory AC) TheHumanities:History ACLevels510 TheHumanities:GeographyLevels510 TheHumanities:EconomicsLevels510
AusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralianCurriculumandtoprovidea consistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview).ToviewtheHumanities: History ACcontentdescriptorsandachievementstandardsforF10,gotoTheHumanitiesHistory AC.
TheHumanities(FoundationLevel2)
AtFoundationtoLevel2,studentsareintroducedtobasicconceptsrelatedtohistory,geographyandeconomics.These conceptsaresetoutindiscretecontentdescriptionsandachievementstandardsforHistory ACandunderthegeneral umbrellaofTheHumanitiesforGeographyandEconomics.AchievementstandardsforHistory ACareintroducedfrom Foundation.StandardsfortherestoftheHumanitiesareintroducedfromLevel3.
TheHumanities(Levels34)
TheHumanities(34)includestheHistory ACcontentdescriptionsandachievementstandardsforlevels34.Thelearning focusandstandardsforGeographyandEconomicscontinuetobesetoutunderthegeneralumbrellaofTheHumanities.
TheHumanities(Levels510)
TheHumanities(510)arestructuredbytheseparatedomainsofHistory,GeographyandEconomics.Thedomainsof GeographyandEconomicsincludeslearningfocusstatementsandstandardsforlevels510.ThedomainofHistory AC includescontentdescriptionsandachievementstandardsforlevels510. ThefollowingprovidesasummaryofthestructuralelementsoftheHumanities.
TheHumanitiesGeographyandEconomics
The Humanities
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension. StandardsthatfocusonhistoricalandgeographicalknowledgeandunderstandingareintroducedatLevel3.Standardsfor assessingandreportingonstudentachievementforEconomicsandGeographyareintroducedatLevel5.
Dimensions
StandardsintheHumanitiesforGeographyandEconomicsareorganisedintwodimensions:
l l
Humanitiesknowledgeandunderstanding Humanitiesskills.
Humanitiesknowledgeandunderstanding
TheHumanitiesknowledgeandunderstandingdimensionfocusesonkeyhumanitiesknowledgeandconcepts.Students learnabouttheirimmediateandlocalcommunityandenvironmentandareintroducedtothehistoryandgeographyoftheir countryandthediversityofcultureandenvironment.Throughstructuredactivitiestheylearntheconceptsoftimechronology andsequencing,changeandcontinuityandthespatialconceptsoflocation,distance,scaleanddistribution.
Humanitiesskills
TheHumanitiesskillsdimensionfocusesonthedevelopmentofbasicinquiryskillsincludingobservation,thecollectionof varioustypesofevidence,askingandansweringquestionsaboutevidenceandpresentinginformationinavarietyofways.
TheHumanitiesHistory AC
ContentDescriptions
Contentdescriptionsspecifywhatteachersareexpectedtoteach.ContentelaborationsareincludedforHistory AC.The contentelaborationsareintendedtoprovideadditionalclaritybywayofillustrativeexamplesonly.Theyarenotstatementsof mandatorycontent.
AchievementStandards
Achievementstandardsdescribesthequalityoflearning(theextentofknowledge,thedepthofunderstandingandthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement.
Strands
History ACisorganisedintotwointerrelatedstrands:
l l
Historicalknowledgeandunderstanding Historicalskills
Historicalknowledgeandunderstanding
The Humanities
Thisstrandincludespersonal,family,local,stateorterritory,national,regionalandworldhistory.Thereisanemphasison AustralianhistoryinitsworldhistorycontextatFoundationtoLevel10andafocusonworldhistoryintheseniorsecondary levels.Thestrandincludesastudyofsocieties,events,movementsanddevelopmentsthathaveshapedworldhistoryfrom thetimeoftheearliesthumancommunitiestothepresentday. Thisstrandexploreskeyconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause andeffect,significance,perspectives,empathyandcontestability.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries.
Historicalskills
Thisstrandpromotesskillsusedintheprocessofhistoricalinquiry:chronology,termsandconceptshistoricalquestions andresearchtheanalysisanduseofsourcesperspectivesandinterpretationsexplanationandcommunication.Withinthis strandthereisanincreasingemphasisonhistoricalinterpretationandtheuseofevidence.
The Humanities
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheHumanities,theydrawontheirownexperienceto helpthemunderstandtheworldaroundthem. Studentsdevelopanawarenessofspatialconceptsthroughstructuredexperienceswithintheirimmediateenvironment. Theyinvestigatetherelativelocation,directionanddistanceoftheirhome,school,classroom,localparks,shopsand othersignificantfeaturesoftheirenvironmentandbegintounderstandthegeographyoftheirlocalarea.Theylearnto giveandfollowsimpledirections,anddescribelocationrelativetootherpeopleandplacesusingeverydayspatialterms suchasfront/back,up/down,right/left,near/far,above/below.Theydrawsimplepictorialmapsfromtheirdeveloping mentalmapsoffamiliarenvironments. Studentsexplorehowandwhynaturalfactors(forexample,changesintheweather)andhumanactivities(forexample, theclosingofapark)affecttheirlives.Theydevelopbasicnarrativesthatlinkeventsintheirownexperience.Participating inactivitiessuchaswearingprotectionfromthesun,savingenergy,savingwater,andrecycling,theydeveloptheir awarenessofenvironmentalissues.
Standards
IntheHumanities,achievementstandardsforHistoryareintroducedfromFoundationlevel.Standardsfortheother HumanitiesdomainsareintroducedfromLevel4.
FoundationLevelHistory AC
Thecurriculum(contentdescriptionsandachievementstandards)forHistory ACFoundationtoLevel4islocatedhere.
The Humanities
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheHumanitiestheydeveloptheirunderstandingof thelocalcommunity. Studentsdeveloptheirawarenessofspatialconceptsandusetermsthatdemonstrateanunderstandingofabsoluteand relativelocations.Withguidance,theyrecogniseandpointtotheirstreet,townorcityandstateonanappropriatemap. TheyrecognisetheglobeasamodelrepresentationofEarthandcanlocateAustraliaandotherplaceswithwhichthey havelinks.Studentslearntoidentifyandnamephysicalfeaturesanddistinguishthemonthebasisofvariables, includingsize(scale/height/distribution)andcolour.Throughobservation,theyinvestigateanddescribeelementsofthe naturalandbuiltenvironmentsintheirlocalarea. Byobservingthecharacteristicsofdifferentplaces,andpromptedbyquestions,studentsthinkaboutenvironmental differences,locallyandinotherpartsofAustraliaandtheworld,andwhythesedifferencesexist. Studentsareintroducedtotheconceptofresourcesandtheirmanagement,andbegintounderstandhowresourceuse reflectscommunityinterdependenceandeconomicsustainability.Theybegintounderstandhowlocalresourcesare usedtomakeproductswhichmeetlocalpeople'sneedsandtheneedsofpeopleinotherplaces.Theyalsobeginto understandthatresourcesfromotherplacesmaybeusedtomakeproductslocallytomeettheirneeds.
Standards
IntheHumanities,achievementstandardsforHistoryareintroducedfromFoundationlevel.Standardsfortheother Humanitiesdomainsareintroducedfromlevel4.
Level1History AC
The Humanities
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheHumanities,theydeveloptheirunderstandingof thelocalcommunity. Studentsdeveloptheirawarenessofspatialconceptsandusetermsthatdemonstrateanunderstandingofabsoluteand relativelocations.Withguidance,theyrecogniseandpointtotheirstreet,townorcityandstateonanappropriatemap. TheyrecognisetheglobeasamodelrepresentationofEarthandcanlocateAustraliaandotherplaceswithwhichthey havelinks.Studentslearntoidentifyandnamephysicalfeaturesanddistinguishthemonthebasisofvariables, includingsize(scale/height/distribution)andcolour.Throughobservation,theyinvestigateanddescribeelementsofthe naturalandbuiltenvironmentsintheirlocalarea. Byobservingthecharacteristicsofdifferentplaces,andpromptedbyquestions,studentsthinkaboutenvironmental differences,locallyandinotherpartsofAustraliaandtheworld,andwhythesedifferencesexist. Studentsareintroducedtotheconceptofresourcesandtheirmanagement,andbegintounderstandhowresourceuse reflectscommunityinterdependenceandeconomicsustainability.Theybegintounderstandhowlocalresourcesare usedtomakeproductswhichmeetlocalpeople'sneedsandtheneedsofpeopleinotherplaces.Theyalsobeginto understandthatresourcesfromotherplacesmaybeusedtomakeproductslocallytomeettheirneeds.
Standards
IntheHumanities,achievementstandardsforHistoryareintroducedfromFoundationlevel.Standardsfortheother Humanitiesdomainsareintroducedfromlevel4.
Level2History AC
The Humanities
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheHumanities,theyconsiderthefeaturesand characteristicsoftheirlocalareaandVictoria. StudentsinvestigatethehumanandphysicalcharacteristicsoftheirlocalareaandotherpartsofVictoriaandconsider featuresoftheirlocalcommunitythathavechangedovertime.Theylearnaboutsettlementpatterns,majorlanduses, communicationnetworks,andthelocationandvarietyofnationalparksinVictoria.Theybegintomakesomesimple comparisonsbetweenlocalandotherVictorianenvironments:naturalfeatures,climate,landuseandtypesofhuman activities.Studentsdevelopawarenessandunderstandingoftheeffectsofpeople'sinteractionswiththeirenvironment andthewaysinwhichtheseaffecttheirlives.Studentsbegintovisualiseanddescribelocationanddirectionusing simplealphanumericgridsandcompasspoints.Theylearntouseatlasmapsandaglobetolocateandnamethe statesandterritoriesofAustralia. Studentslearntodistinguishbetweenbasicneedsandwants(forexample,food,clothing,shelter,andaffection),saving andspending,buyers(consumers)andsellers(producers),andgoodsandservices.Theydevelopanunderstandingof theroleofmoneyandidentifywaystosaveforexample,usingasavingsaccount,andbegintounderstandthe importanceofbudgeting.Theyexamineandcomparedifferenttypesofworkandspecificjobs.
Standards
AtLevel3,studentsareworkingtowardtheLevel4standardsforHumanities. Humanitiesskills
AtLevel3,studentsareworkingtowardtheLevel4standardsforHumanities.
Level3History AC
The Humanities
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsintheHumanities,theyconsiderthefeaturesand characteristicsoftheirlocalareaandVictoria. StudentsinvestigatethehumanandphysicalcharacteristicsoftheirlocalareaandotherpartsofVictoriaandconsider featuresoftheirlocalcommunitythathavechangedovertime.Theylearnaboutsettlementpatterns,majorlanduses, communicationnetworks,andthelocationandvarietyofnationalparksinVictoria.Theybegintomakesomesimple comparisonsbetweenlocalandotherVictorianenvironments:naturalfeatures,climate,landuseandtypesofhuman activities.Studentsdevelopawarenessandunderstandingoftheeffectsofpeople'sinteractionswiththeirenvironment andthewaysinwhichtheseaffecttheirlives.Studentsbegintovisualiseanddescribelocationanddirectionusing simplealphanumericgridsandcompasspoints.Theylearntouseatlasmapsandaglobetolocateandnamethe statesandterritoriesofAustralia. Studentslearntodistinguishbetweenbasicneedsandwants(forexample,food,clothing,shelter,andaffection),saving andspending,buyers(consumers)andsellers(producers),andgoodsandservices.Theydevelopanunderstandingof theroleofmoneyandidentifywaystosaveforexample,usingasavingsaccount,andbegintounderstandthe importanceofbudgeting.Theyexamineandcomparedifferenttypesofworkandspecificjobs.
Standards
AtLevel4,studentsdescribefromdirectobservationorobservationofavarietyofmedia,thehumanandphysical characteristicsoftheirlocalareaandotherpartsofVictoria.Theydescribehowpeopleuseandaffectdifferent environmentsinVictoria. Humanitiesskills
AtLevel4,studentsdrawsimplemapsandplansoffamiliarenvironmentsobservingbasicmappingconventions.They identifythelocationofplacesonasimplemapusinganalphanumericgridanddescribedirectionusingthefourcardinal compasspoints.Usingatlasmapsandaglobe,theylocateandnamethestatesandterritoriesofAustralia. IntheHumanities,achievementstandardsforHistoryareintroducedfromFoundationlevel.Standardsfortheother Humanitiesdomainsareintroducedfromlevel4.
Level4History AC
The Humanities - Economics

TableofContents Overview Introduction Domainstructure Stagesoflearning CurriculumF10 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 3 7 7 8 9 10 11 12
IntroductiontoTheHumanitiesEconomics
Economicsisthestudyofhowdifferentsocietiesallocatescarceresourcestosatisfythewantsandneedsofitsmembers. Aswithanysocialscience,economicsisconcernedwithhumansocialbehaviour:thebehaviourofindividualsandthe interactionamongthem.Economicsisalsoconcernedwithhowtobestmanageresourcescarcityandaddressesthe requirementsforhumansurvivalandeconomicsustainability. Economicdecisionstakenbyindividuals,groups,businessesandgovernmentshaveimplicationsforthewelfareof individuals,families,communities,countries,regionsandgeopoliticalunionsofnations.Allpeoplearetouchedbyeconomic decisionsonmultipleoccasionseveryday.Economicsplaysacriticaland,often,contestedroleinlocal,state,nationaland internationalpublicpolicy.Lifegloballyisdominatedbyeconomictransactionsanditisthequalityofeconomicdecision makingatalllevelsofsocietythatsignificantlydeterminesthewellbeingofindividualsandnations. ThestudyofEconomicsassistsstudentstobetterunderstandhowwealthisgeneratedanddistributed,andtounderstand:
l l
microeconomicconceptsthatexplainhowbusinessesandmarketsoperate macroeconomicconceptsthathelptoexplainhowanationseconomyworks.
Itenablesstudentstounderstandtheimportanceofentrepreneurshipandenterpriseingeneratingahealthyeconomy. Economicsprovidesstudentswiththeknowledgeandskillstoengagewitheconomicmattersandtoconsidertheeffectsof alternativeeconomicdecisionsonthemselvesandothers.Theyaretheninabetterpositionto:

l l l
actrationallyandethicallywhenmakingeconomicandpersonalfinancialdecisions appreciatethecomplexityofeconomicdecisionmaking understandtheeconomicdecisionsmadebyothers.
Notonlycantheymanagetheirpersonalaffairsbetter,theycanbemoreeffectiveandproductivemembersofsocietyasthey arecapableofmakingreasonablejudgmentsonpublicpolicyissuesthathaveabearingontheirpersonalprospectsand thoseofthenation.
StructureofTheHumanitiesEconomicsdomain
TheEconomicsdomaininAusVELSusesasixlevelstructurefromLevels5to10tobothreflectthedesignofthenew AustralianCurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains. Eachlevelincludesalearningfocusstatementandasetofstandardsorganisedbydimension.Aglossaryisincludedwhich providesdefinitionsofunderlinedterms.
Learningfocus
LearningfocusstatementsarewrittenforLevels5to10.AtFoundationtoLevel4,basicconceptsrelatedtohistory, geographyandeconomicsareincludedunderthegeneralumbrellaofTheHumanities.Learningfocusstatementsoutline thelearningthatstudentsneedtofocusoniftheyaretoprogressinthedomainandachievethestandardsatthelevels wheretheyapply.Theysuggestappropriatelearningexperiencesfromwhichteacherscandrawtodeveloprelevantteaching andlearningactivities.
Standards

Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.Inthe Humanities,standardsforassessingandreportingonstudentachievementareintroducedatLevel3.Thesefocuson historicalandgeographicalknowledgeandunderstanding.SpecificstandardsforEconomicsapplyfromLevel5.
Dimensions
StandardsintheEconomicsdomainareorganisedintwodimensions:
l l
Economicknowledgeandunderstanding Economicreasoningandinterpretation.
Economicknowledgeandunderstanding
TheEconomicknowledgeandunderstandingdimensionfocusesoneconomicconcepts,principles,methodsandmodels. Studentslearnhowtheirneedsandwantsaremetandunderstandtheirrolesasproducers,workersandconsumersand recognisetheimpactofmarketforces.Theylearnthateconomicdecisionsareabouttheallocationofresourcesinproducing goodsandservicesandaboutthedistributionoftheproceedsofproductionandthatthesedecisionshavelocal,national andglobalconsequences.Theyexploretheimportanceandtheroleofenterpriseandentrepreneurshipintheproduction processandintheconstruction,developmentandprosperityofaneconomicsystem. Studentslearnhowtomanagetheirpersonalfinancesandhowtobeinformedconsumers.Theyexploretheworldofworkin ordertodeveloptheabilitytomakeinformeddecisionsabouttheirfutureeducationandtrainingneeds,andemployment. StudentsinvestigatefactorsaffectingtheAustralianandinternationaleconomiesandtheroleofgovernmentinestablishing conditionsforeconomicactivityandtheydeveloptheabilitytouseeconomicknowledgeandunderstandingtoevaluate economicdecisionsandpolicies.
Economicreasoningandinterpretation
TheEconomicreasoningandinterpretationdimensioncoversthenatureofeconomicthinking.Studentslearntouseand practiserational,objectivedecisionmakingbyapplyingeconomicreasoning,includingthefundamentaleconomicconcepts ofopportunitycostandcostbenefitanalysis,tosolveproblemswhichassisttheminunderstandingtheeconomy,society andenvironment.Theydevelopanabilitytoidentify,collectandprocessdatafromarangeofsources,includingelectronic media,andtointerprettables,chartsandgraphsdisplayingeconomicdata.Theylearntoclarifyandjustifypersonalvalues andattitudesaboutissuesaffectingtheeconomy,societyandenvironment.Theydevelopanunderstandingofthestrengths andlimitationsofeconomicreasoninganditsrelationshiptoothersourcesofdecisionmaking.
StagesofLearninginTheHumanitiesEconomics
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheEconomicsdomain. Acrossthestagesoflearningstudentsareintroducedtokeyeconomicthemesandthenrevisitthesekeythemesinorderto embedunderstandingsandbuildtheireconomic,consumerandfinancialliteracies.Studentsdevelopeconomicknowledge andunderstandingsandtheabilitytouseeconomicreasoningandinterpretationskillsandindoingso,recognisethe importanceoftheseknowledge,skillsandbehavioursinensuringAustraliasfutureeconomicgrowth,developmentand livingstandards.
FoundationtoLevel4Layingthefoundations

InFoundationtoLevel4,learningabouteconomicstakesplacethroughthegeneralHumanitiesdomain.Studentsare introducedtoeconomicknowledgeandthenatureofeconomicthinkingbymakingobservationsabouttheirworldandtheir interactionswithit.Theyexplorehowtheirneeds(forexample,food,clothing,shelter)andwants(forexample,askateboard, anelectronicgame)aremet.Theyalsoidentifyresources(land,minerals,labour,machinery)usedathome,atschoolandin thelocalcommunityanddescribehowsomeoftheseresourcesareusedtomeetparticularneeds.Theybegintoinvestigate waysinwhichresourcesareallocatedwithintheirfamily,schoolandlocalcommunity.Theybegintolearnhowandwhy resourcesareusedandmanaged,reflectingtheinterdependenceofcommunitiesandtheneedforsustainability. Intheselevels,studentsbegintocomparedifferenttypesofworkandenterpriseintheirlocalcommunityandidentifythe specificjobsandthevarietyoftasksinvolvedindifferentworkplacessuchastheirschool.Theyusethisknowledgeto describethenatureofworkandrelateittocontemporaryissues,suchastheimpactoftechnologicalchange. Theybegintodevelopaneconomicvocabularytodiscuss,forexample,needs,wants,markets,goods,services,money, banking,choice,buying,selling,workandtrade.Theyusethisvocabularytodescribeandexplaintheirobservationsandto framequestionsrelatingtoeconomicdecisions.Theyareintroducedtothelinksbetweentheeconomy,societyand environment.
Levels5to8Buildingbreadthanddepth
InLevels5to8studentsdevelopfurtherknowledgeofeconomicconceptslearnedinFoundationtoLevel4.Therelevanceof economicsisillustratedandreinforcedthroughexamplesdrawnfrompersonal,localandnationalexperience.Studentsare introducedtorelevanteconomictheories,modelsandsystemssuchasthemarketsystemandthewaystheseareusedto helpexplainwhathappensandwhyandtheycontinuetoexpandtheireconomicvocabulary.Theyexplainhoweconomic decisionmakingaffectstheuseofresourcesanddescribetherelationshipbetweenspendingandresourceuse.They analysethenatureandmeaningofwork,appreciatingthedifferencebetweenpaidandunpaidworkanditsrelationshipto otheractivitiesinpeopleslivessuchasleisure.Theyexamineviewsaboutdifferenttypesofworkandenterpriseandidentify particularskillsinarangeofjobsandexaminehowtheyareacquired. Studentslearntouseandpractiserational,objectivedecisionmakingbyapplyingeconomicreasoningandcostbenefit analysistosolveproblemswhichassisttheminunderstandingthewayresourcesareallocatedbothpersonallyandinthe economy.Theydevelopanabilitytoidentify,collectandprocesseconomicdatafromarangeofsources,includingelectronic mediaandbegintousetheinquiryprocesstoplaneconomicsinvestigations,analysedataandformconclusionssupported byevidence.Studentsbegintodevelopskillstocontestideas,todebateandtouseevidencetoformandexpressopinions oneconomicissuesthatinterestand/orimpactonthempersonallyandonsociety.
Levels9to10Developingpathways
InLevels9to10,studentsdevelopconfidenceintheirabilitytoidentifyeconomicproblems,alternatives,costs,andbenefits analysetheincentivesatworkineconomicsituationsexaminetheconsequencesofchangesineconomicconditionsand publicpoliciescollectandorganiseeconomicevidenceandweighcostsagainstbenefits.Theyareprogressivelymore independentlearnersandabletosystematicallyplantheirowninvestigationsandusetheskillsofposingquestions,testing hypotheses,collectingdata,analysis,synthesis,criticalthinking,decisionmakingandformingconclusionssupportedby evidence. Studentsinterpretmediareportsaboutcurrenteconomicconditionslocally,nationallyandgloballyandexplainhowthese conditionscaninfluencedecisionsmadebyconsumers,producersandgovernmentpolicymakers.Predictionsaboutthe economicconsequencesofproposedgovernmentpoliciesaredevelopedandinformedopinionsaremadeconcerning alternativepublicpolicyproposals.Studentsdevelopanabilitytopredicttheimpactofeconomicpoliciesonthemselvesand others.

Studentsexplorewhatitmeanstobeanethicalproducerandconsumerandtheroleofvaluesineconomicdecisionmaking ofproducersandconsumers.Theyexaminewayspoliticalandfinancialsystemsandinstitutionsimpactoneconomicactivity andthewelfareofcitizens.Studentsdevelopanunderstandingofhowtheeconomyismanagedandareawarethat economicpoliciesadvancedbygovernmentswillhaveanimpactonthempersonallyandontheirfellowcitizens.Students investigateeconomicdisparityacrosstheglobeandstudentsseekreasonsforwhythismightbesoandwhatcouldbedone tomakeresourcedistributionmoreequitableamongstnations.Theyrecognisetheimportanceofeconomicallyliterate citizenstoAustraliasfutureeconomicgrowthanddevelopment. Studentsdeveloptheabilitytousedatatoanalyseeconomicperformanceofbusinessandeconomies.Studentsbecome moreconfidentinusingeconomicreasoning,includingcost/benefitanalysis,tosolveproblemswhichassisttheminmaking meaningabouttheeconomy,societyandenvironmentandtoclarifyandjustifyvaluesandattitudesaboutissuesaffectingthe economy,societyandenvironment. Studentsidentifydifferentwaystomanagepersonalresourcesbyreferringtotheirownandothersexperiencesofresource management.Theyexaminefactorsthatinfluencepersonalfinancialwellbeingandarebuildingtheirowncapacityin relationtofinancialliteracy.Theydeveloptheabilitytoapplyknowledgeandskillstotheirpersonalfinancialcircumstances. Studentslearnabouttherelationshipbetweeneducation,trainingandworkoptions.Theydevelopandapplyappropriate knowledge,skillsandbehavioursfortransitiontoemploymentand/orfurthereducationandtraining.Theylearnabout enterpriseskillsandattributesandhowenterpriseandinnovationaffecttheeconomy,societyandenvironment.
ExamplesacrosstheStagesoflearning
TheEconomicsstandardshavebeenwrittenaroundtheideaofthecurriculumasaspiralratherthanlinealprogression. Thismeansthatkeyconceptsandthemesassociatedwithresourceallocationandecologicalsustainability,consumerand financialliteracy,enterprise,innovationandworkrelatededucationareexaminedandreviewedoverarangeoflevelssothat theknowledge,skillsandbehavioursbecomeembeddedacrossthestagesoflearning.Seethetablebelowforsome examples. FoundationtoLevel 4 Identifyand investigate issuesrelated toresource allocation, ecological sustainability andeconomic activities Studentsdescribea varietyofeconomic thoseinwhichthey areinvolvedsuchas shopping,makinga sandwich,tendinga garden,keepinga pet EconomicsStandards Level6 EconomicsStandards Level8 EconomicsStandards Level10 Studentsappreciatethe complexityofeveryform ofeconomicactivityand thewaysresourcesare allocatedwhetherwithin internationalsetting, understandingthe sourcesofconflict motivesforeconomic activity.
Studentsunderstandthat Studentsdistinguish resourcesarelimitedin wantsandthatpeople makechoicesbecause theywant.Studentsare abletoidentifysome choicestheyhavemade tomakeachoice. betweentheuse, ownershipand managementof resourcesinpersonal, contextsandappreciate thateconomicchoices involvetradeoffsthat futureconsequences.
activities,inparticular relationtounlimited
theycan'thaveeverything businessandcommunity theirfamilycontextor
andexplainwhytheyhad havebothimmediateand betweendifferent

Identifyand investigate issuesrelated tothenature andmeaningof work. Studentsrecognise andareableto identifyavarietyof jobsusing categoriesor pictures. Studentsdistinguish workandcompare differenttypesofwork andenterpriseinthe localcommunity. Studentsdescribe ofemploymentand opportunitiesforcurrent andfuturework,and explaintherelationship betweeneducation, trainingandwork opportunities Studentsdemonstrate skillsrequiredformoving fromschoolto employmentorfurther education.
betweenpaidandunpaid factorsthataffectchoice
Useskillsof economic reasoningand interpretation.
Studentsorganise informationfroma reviewindividual economicactions suchassavingfora treatorrecycling waste.
Studentsorganise informationfroma reviewgroupeconomic tobuyanewpetforthe familyororganisinga schoolfair.
Studentsorganise informationfroma numberofsourcesto
Studentsorganise informationfroma numberofsourcesto viewsaboutsome internationaleconomic issuesuchaswhether Australiashould increasetheintakeof skilledmigrantsorwhy Australianeedsexports.
numberofsourcesto numberofsourcesto
advocateandreviewtheir advocateandreviewtheir ornationaleconomic issuesuchaswhether tollsshouldbecharged onanewfreewayintheir areaorwhether unemployedpeople shouldworkforthedole.
actionssuchasplanning viewsaboutsomelocal
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinEconomics,theylearnaboutthenatureofthe economicproblem(scarcity):thatis,thatourneedsandwantsareunlimitedbuttheresourcesavailabletosatisfythese wantsarelimited.Theyexplorehowthecommunitydefines,classifiesandusesresources.Theylearnaboutthe processesofconsumption,productionanddistributioninmeetingneedsandwants,andtheroleofconsumers,workers andproducersintheeconomy.Theyconsiderfactorsaffectingtheirspendingandwhyitisimportanttobeaninformed consumerwhenmakingspendingdecisions.Theyinvestigatetheimportanceofpersonalmoneymanagementandthe roleofbanking,budgetingandsaving. Studentsconsiderthenatureandmeaningofworkanditsrelationshiptootheractivitiesinpeople'slives,including leisure.Theyexaminevarioustypesofworkandenterpriseinarangeofsettings,includinghome,schoolandthe community,andidentifythedifferentnaturesofpaidandunpaidwork. Studentsusetheinquiryprocesstoplaninvestigationsabouteconomicissuesinthehome(forexample,whichmobile phoneorpairofrunnerstobuy),school(forexample,whichbuscompanytohireforanexcursion)orlocalcommunity(for example,whetherasmallfactoryorresidentialtownhousesshouldbebuiltonavacantlotnexttotheschool)andform conclusionssupportedbyevidence. Studentspractisecontestingideas,debatingandusingevidencetoformandexpressopinionsoneconomicissuesthat interestand/orhaveanimpactonthemselvesandonsociety,particularlytheirlocalcommunity. Theyexpandtheireconomicvocabularytoincludesuchtermsasconsumption,production,distribution,enterpriseand identify,andlearntocollectandprocessdatafromarangeofsources,includingelectronicmedia.
Standards

Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinEconomics,theylearnaboutthenatureofthe economicproblem(scarcity):thatis,thatourneedsandwantsareunlimitedbuttheresourcesavailabletosatisfythese wantsarelimited.Theyexplorehowthecommunitydefines,classifiesandusesresources.Theylearnaboutthe processesofconsumption,productionanddistributioninmeetingneedsandwants,andtheroleofconsumers,workers andproducersintheeconomy.Theyconsiderfactorsaffectingtheirspendingandwhyitisimportanttobeaninformed consumerwhenmakingspendingdecisions.Theyinvestigatetheimportanceofpersonalmoneymanagementandthe roleofbanking,budgetingandsaving. Studentsconsiderthenatureandmeaningofworkanditsrelationshiptootheractivitiesinpeople'slives,including leisure.Theyexaminevarioustypesofworkandenterpriseinarangeofsettings,includinghome,schoolandthe community,andidentifythedifferentnaturesofpaidandunpaidwork. Studentsusetheinquiryprocesstoplaninvestigationsabouteconomicissuesinthehome(forexample,whichmobile phoneorpairofrunnerstobuy),school(forexample,whichbuscompanytohireforanexcursion)orlocalcommunity(for example,whetherasmallfactoryorresidentialtownhousesshouldbebuiltonavacantlotnexttotheschool)andform conclusionssupportedbyevidence. Studentspractisecontestingideas,debatingandusingevidencetoformandexpressopinionsoneconomicissuesthat interestand/orhaveanimpactonthemselvesandonsociety,particularlytheirlocalcommunity. Theyexpandtheireconomicvocabularytoincludesuchtermsasconsumption,production,distribution,enterpriseand identify,andlearntocollectandprocessdatafromarangeofsources,includingelectronicmedia.
Standards
AtLevel6,studentsdescribethenatureoftheeconomicproblem(scarcity)andexplainhowselectedgoodsandservices areproducedanddistributed.Studentsdescribethedifferencebetweenneedsandwants,andtheirownrolesas producersandconsumersofgoodsandservices.Theyexplaintheneedtobeaninformedconsumer.Theyexplainthe roleofworkinsocietyanddistinguishbetweenpaidandunpaidwork.Theycomparedifferenttypesofworkand enterpriseinthelocalcommunity.Studentsdemonstratebasicunderstandingofpersonalmoneymanagementandthe roleofbanking,budgetingandsaving. Economicreasoningandinterpretation
AtLevel6,studentsusetheinquiryprocesstoplaneconomicsinvestigationsabouteconomicissuesinthehome, schoolorlocalcommunityandformconclusionssupportedbyevidence.

Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinEconomics,theydevelopanunderstandingofthe natureofscarcity,opportunitycostandresourceallocation,andhowtheseinfluencetheAustralianeconomy. Theyconsidertheuse,ownershipandmanagementofresourcesinpersonal,businessandcommunitycontexts,and participateinactivitiesinwhichtheybegintoappreciatethateconomicchoicesinvolvetradeoffsthathaveboth immediateandfutureconsequences.Theylearnthatamarket,consistingofbuyersandsellers,isonemethodof allocatingresources.Studentsbegintoidentifymarketsinwhichtheyparticipate,andhowtheinteractionofbuyersand sellersinfluencesprices.Theyexplorehowaccesstoresourcesisasignificantfactorindeterminingincomelevelsand appreciatethatpeople'sincomes,inpart,reflectchoicestheyhavemadeabouteducation,work,careersandskill development. Studentsdeveloppersonalfinancialliteracyskillsandanunderstandingoftheimportanceofbeinganinformed consumer.Theypractisemakinginformedconsumerdecisions.Theyconsiderthenatureofcurrentandfuturework opportunitiesandfactorsthatinfluencesuchopportunities.Theylearnaboutthenatureofbusinessandbusiness ownership,andbegintogainanunderstandingofconceptssuchasrisktaking,competition,andsupplyanddemand. Studentslearnabouttheroleofgovernmentininfluencingeconomicactivityandmanagingtheeconomy. Studentsusetheinquiryprocesstoplaneconomicinvestigations,analyseandinterpretdata,andformconclusions supportedbyevidence.Forexample,studentsinvestigatethewayresourcesareallocatedinvariousmarketssuchasthe housingmarket,theAustralianFootballLeagueplayersmarket,thelocalcommunitymarketandthechocolatemarket. Theybegintoformandexpressopinionsoneconomicissuesthatinterestand/orimpactonthempersonally,orlocally andnationally.
Standards

Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinEconomics,theydevelopanunderstandingofthe natureofscarcity,opportunitycostandresourceallocation,andhowtheseinfluencetheAustralianeconomy. Theyconsidertheuse,ownershipandmanagementofresourcesinpersonal,businessandcommunitycontexts,and participateinactivitiesinwhichtheybegintoappreciatethateconomicchoicesinvolvetradeoffsthathaveboth immediateandfutureconsequences.Theylearnthatamarket,consistingofbuyersandsellers,isonemethodof allocatingresources.Studentsbegintoidentifymarketsinwhichtheyparticipate,andhowtheinteractionofbuyersand sellersinfluencesprices.Theyexplorehowaccesstoresourcesisasignificantfactorindeterminingincomelevelsand appreciatethatpeople'sincomes,inpart,reflectchoicestheyhavemadeabouteducation,work,careersandskill development. Studentsdeveloppersonalfinancialliteracyskillsandanunderstandingoftheimportanceofbeinganinformed consumer.Theypractisemakinginformedconsumerdecisions.Theyconsiderthenatureofcurrentandfuturework opportunitiesandfactorsthatinfluencesuchopportunities.Theylearnaboutthenatureofbusinessandbusiness ownership,andbegintogainanunderstandingofconceptssuchasrisktaking,competition,andsupplyanddemand. Studentslearnabouttheroleofgovernmentininfluencingeconomicactivityandmanagingtheeconomy. Studentsusetheinquiryprocesstoplaneconomicinvestigations,analyseandinterpretdata,andformconclusions supportedbyevidence.Forexample,studentsinvestigatethewayresourcesareallocatedinvariousmarketssuchasthe housingmarket,theAustralianFootballLeagueplayersmarket,thelocalcommunitymarketandthechocolatemarket. Theybegintoformandexpressopinionsoneconomicissuesthatinterestand/orimpactonthempersonally,orlocally andnationally.
Standards
AtLevel8,studentsexplainthenatureoftheeconomicproblemandhoweconomicchoicesinvolvetradeoffsthathave bothimmediateandfutureconsequences.TheyexplainkeyfactorsthatinfluencetheAustralianeconomy,includingthe quantityandqualityoffactorsinvolvedinproduction,resourceuse,ownershipandmanagement,andtypesof businesses.Studentsmakeinformedeconomicandconsumerdecisions,demonstratingthedevelopmentofpersonal financialliteracy.Theydescribefactorsthataffectchoiceofemploymentandopportunitiesforcurrentandfuturework,and explaintherelationshipbetweeneducation,trainingandworkopportunities.Studentsidentifyanddescribewaysthe governmentinfluenceseconomicoutcomesatthepersonal,localandnationallevel. Economicreasoningandinterpretation
AtLevel8,studentsusetheinquiryprocesstoplaneconomicsinvestigations,analyseandinterpretdata,andform conclusionssupportedbyevidence.Theyformandexpressopinionsoneconomicissuesthatinterestand/orimpacton thempersonally,orlocallyand/ornationally.
10

Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinEconomics,theydeveloptheirunderstandingofhow theAustralianeconomyismanaged,particularlywithintheinternationaleconomiccontext.Theyanalysehow macroeconomicandmicroeconomicpoliciesandprogramsadvancedbygovernmentsandotherinstitutionsaffectthem andtheirfellowcitizens.Theyexaminetheroleofexchange,tradeandglobalisationininfluencingAustraliasstandardof living.Theydevelopanunderstandingofenterpriseattributesandskills,anddescribetheimpactofinnovationand enterpriseontheeconomyandsociety. Studentsinvestigatetherelationshipbetweeneconomicgrowth,ecologicalsustainabilityandthestandardofliving,and explorewhatitmeanstobeanethicalproducerandconsumer.Theybegintoreflectontheroleofvaluesintheeconomic decisionmakingofproducers,consumersandgovernments. Theydevelopskillsinusingeconomicreasoning,includingcostbenefitanalysis,toresearcheconomicissuesand proposesolutionsforeconomicproblemsofglobalsignificance.Theyresearcheconomicproblemsandarguethe validityorotherwiseoftheirownhypotheses.Economicproblemscouldincludeexamplessuchaswhythepriceofacan ofsoftdrinkvariesdependingonwhereitissoldwhetherwelfareisarightoraprivilegeandwhethertollsshouldbe chargedonnewfreeways.Suchresearchassistsstudentsinunderstanding,clarifyingandjustifyingvaluesandattitudes aboutissuesaffectingtheeconomy,societyandtheenvironment. Studentsextendtheirpersonalfinancialliteracyskillsandunderstandingabouttheroleofsavingsandinvestment.They examinevocationalpathwaysandeducationandtrainingrequirements,consideringpossibleworkandcareeroptions. Theydevelopskillsandstrategiesfortransitiontoemploymentandfurthereducationandtraining,includingjobseeking, jobapplicationandinterviewskills.
Standards
11

Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinEconomics,theydeveloptheirunderstandingofhow theAustralianeconomyismanaged,particularlywithintheinternationaleconomiccontext.Theyanalysehow macroeconomicandmicroeconomicpoliciesandprogramsadvancedbygovernmentsandotherinstitutionsaffectthem andtheirfellowcitizens.Theyexaminetheroleofexchange,tradeandglobalisationininfluencingAustraliasstandardof living.Theydevelopanunderstandingofenterpriseattributesandskills,anddescribetheimpactofinnovationand enterpriseontheeconomyandsociety. Studentsinvestigatetherelationshipbetweeneconomicgrowth,ecologicalsustainabilityandthestandardofliving,and explorewhatitmeanstobeanethicalproducerandconsumer.Theybegintoreflectontheroleofvaluesintheeconomic decisionmakingofproducers,consumersandgovernments. Theydevelopskillsinusingeconomicreasoning,includingcostbenefitanalysis,toresearcheconomicissuesand proposesolutionsforeconomicproblemsofglobalsignificance.Theyresearcheconomicproblemsandarguethe validityorotherwiseoftheirownhypotheses.Economicproblemscouldincludeexamplessuchaswhythepriceofacan ofsoftdrinkvariesdependingonwhereitissoldwhetherwelfareisarightoraprivilegeandwhethertollsshouldbe chargedonnewfreeways.Suchresearchassistsstudentsinunderstanding,clarifyingandjustifyingvaluesandattitudes aboutissuesaffectingtheeconomy,societyandtheenvironment. Studentsextendtheirpersonalfinancialliteracyskillsandunderstandingabouttheroleofsavingsandinvestment.They examinevocationalpathwaysandeducationandtrainingrequirements,consideringpossibleworkandcareeroptions. Theydevelopskillsandstrategiesfortransitiontoemploymentandfurthereducationandtraining,includingjobseeking, jobapplicationandinterviewskills.
Standards
AtLevel10,studentsdescribehowmarkets,governmentpolicies,enterpriseandinnovationaffecttheeconomy,society andenvironmentintermsofemployment,economicgrowth,theuseofresources,exportsandimports,andecological sustainability. Theyanalysehowgoodsandservicesareproducedandhowmarketswork.Theypredicthowpriceswillchangewhen thereiseitherasurplusorshortage,andexplainhowthismightinfluencethebehaviourofconsumersandproducers. Theyanalysetheroleandsignificanceofexchange,tradeandglobalisationininfluencingAustraliasstandardofliving. Theydiscussandexplainwhatitmeanstobeanethicalconsumerandproducerandidentifyexamplesofwaysvalues canaffecttheeconomicdecisionmakingofconsumers,producersandgovernments. Studentsanalysetherolethatgovernmentsandotherinstitutionssuchasbanks,theAustralianCouncilofTradeUnions (ACTU)playintheeconomy,andevaluatetheirperformanceinachievingappropriateeconomicoutcomesforindividuals andforsociety.Theyexplaintheroleandsignificanceofsavingsandinvestmentforindividualsandfortheeconomy,and demonstratetheskillsrequiredtosuccessfullyplanandmanagepersonalfinances.
12

Studentspredicttheeconomicconsequencesofproposedgovernmentpoliciesandmakeinformedchoicesamong alternativepublicpolicyproposals.Studentsexplaintheimpactofmacroeconomicandmicroeconomicpolicieson themselvesandothers,includingbusinesses. Studentsanalysevocationalpathwaysandeducationandtrainingrequirementsandidentifypossiblecareerpathsand opportunities.Theydemonstrateskillsrequiredformovingfromschooltoemploymentorfurthereducation. Economicreasoningandinterpretation
AtLevel10,studentsuseeconomicreasoning,includingcostbenefitanalysis,toresearchandproposesolutionsto economicissuesandproblemsofglobalsignificance,andtoclarifyandjustifyvaluesandattitudes.Theyplanand conductinvestigationsinordertoresearchaneconomicproblemand/orarguethevalidityorotherwiseoftheirown hypotheses.Theyuserelevanteconomicconceptsandrelationshipstoevaluateeconomicpropositions,proposalsand policies,anddebatethecostsandbenefitsofcontentiouseconomicsrelatedissuesoflocal,nationalorinternational concern. Studentsinterpretreportsaboutcurrenteconomicconditions,bothnationalandglobal,andexplainhowtheseconditions caninfluencedecisionsmadebyconsumers,producersandgovernmentpolicymakers.Studentsdemonstratean awarenessoftheimpactofvaluesandbeliefsoneconomicissues,andhowdifferencesmaybeidentified,negotiated, explainedandpossiblyresolved.
13
The Humanities - Geography

TableofContents Overview Introduction Domainstructure Stagesoflearning CurriculumF10 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 3 6 6 7 8 9 11 12
IntroductiontoTheHumanitiesGeography
Geographyisthestudyofphysicalandhumanenvironmentsfromaspatialperspective.Itprovidesstudentswiththe knowledgeandskillstoobserveanddescribeplacesonthesurfaceoftheEarthandtoanalyseandprovideexplanations fromaspatialperspectiveofhumanandphysicalphenomenaandtheircomplexinteractions.Studentsevolving understandingoftheirworldprovidesabasisforevaluatingstrategiesforthesustainableuseandmanagementofthe worldsresources. Geographersuseanumberofspatialconcepts(suchaslocation,distribution,spatialinteractionandscale)astoolstohelp themtoinvestigate,interpretandexplainpatternsonthesurfaceoftheEarthandtheprocessesthatcreatedthem.These spatialconceptsprovideauniqueconceptualstructureandframeworkofideasforageographicinvestigationofphenomena andprovidethekeytodeterminingmeasuresofthespatialvariationbetweenplaces.TheessenceoftheGeographydomain isthatitisaninquirybasedapproachwhichfocusesonquestionsofwhat,where,how,why,whatimpact,whatought. Thefundamentaltoolofgeographyisthemap,andinaworldwhereover75percentofdataisreferencedspatiallytoa location,geographicunderstandingisavitalskill.TheessentialskillsstudentsdevelopinGeographyaretheabilityto:
l
identifyandcollectevidencefrom l primarysourcesthroughfieldwork
l l
secondarysources,includingmapsatavarietyofscales,photographs,satelliteimages,statisticaldata informationandcommunicationstechnologybasedresources
record,representandinterpretdataindifferenttypesofmaps,graphs,tables,sketches,diagramsandphotographs.
StructureofTheHumanitiesGeographyDomain
TheGeographydomaininAusVELSusesasixlevelstructurefromLevels5to10tobothreflectthedesignofthenew AustralianCurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains. Eachlevelincludesalearningfocusstatementandasetofstandardsorganisedbydimension.Aglossaryisincludedwhich providesdefinitionsofunderlinedterms.
Learningfocus
LearningfocusstatementsarewrittenforLevels5to10.AtFoundationtoLevel4,basicconceptsrelatedtohistory, geographyandeconomicsareincludedunderthegeneralumbrellaofTheHumanities.Learningfocusstatementsoutline thelearningthatstudentsneedtofocusoniftheyaretoprogressinthedomainandachievethestandardsatthelevels wheretheyapply.Theysuggestappropriatelearningexperiencesfromwhichteacherscandrawtodeveloprelevantteaching andlearningactivities.
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.Inthe Humanities,standardsforassessingandreportingonstudentachievementareintroducedatLevel3.Thesefocuson historicalandgeographicalknowledgeandunderstanding.SpecificstandardsforGeographyapplyfromLevel5.
Dimensions
StandardsintheGeographydomainareorganisedintwodimensions:
l
Geographicalknowledgeandunderstanding

l
Geospatialskills.
TheGeographicalknowledgeandunderstandingdimensioncoversthepatternsandinteractionsofphysicalandhuman phenomenaonthesurfaceoftheEarthandtheprocessesthatcreatedthem.Itfocusesonspatialconcepts:location, distance,distribution,location,movement,region,scale,spatialchangeovertime,spatialassociation,spatialinteractionand scale.Theseconceptsunderpinthekindsofquestionsgeographersaskandhelpstudentstoorganisethevastamountof informationandideasthatgeographyusestounderstandtheregularities,intricaciesanduncertaintiesofoccurrencesonthe Earthssurface. Studentslearntoaskaseriesofgeographicalquestionsandfollowaninquirybasedapproachincorporatingidentification, observation,description,analysis,explanation,synthesisandevaluation.Thisextendstheirunderstandingandprovides studentswithawellresearched,informedspatialperspectivetoapplytolocalandglobalissues,includingsustainableuse andmanagementoftheworldsresources.
Geospatialskills
IntheGeospatialskillsdimensionstudentsreadandinterpretmapsofdifferentkindsandatdifferentscales,includingstreet directories,atlasmaps,ordnancesurveymapsandtopographicmaps.Studentsidentifyandcollectinformationfrommaps, plans,photographs,satelliteimages,statisticaldata,andinformationandcommunicationstechnologybasedresources andrecordandrepresentdataindifferenttypesofmaps,graphs,tables,sketches,diagramsandphotographs.Students developskillsingatheringinformationfirsthandfromfieldworkstudies.Theymakeobservations,takefieldmeasurements, conductsurveysandinterviews,mapandrecordphenomenainarangeofsettings.
StagesofLearninginTheHumanitiesGeography
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheGeographydomain. Geographyhelpsstudentstounderstandtheirindividualworldandtheglobalworldinspatialterms.Geographyhelpsto developanunderstandingofglobalcitizenshipandthewaysinwhichplacesandenvironmentsareinterdependent. FoundationtoLevel4Layingthefoundations InFoundationtoLevel4,geographylearningtakesplacethroughthegeneralHumanitiesdomain.Asastartingpointfor learningstudentsengagewiththeirownexperiencestohelpthemunderstandtheworldaroundthem.Studentsdeveloptheir spatialawarenessthroughaconsiderationofthelocalcommunity,thedifferentgroupsinsocietyandtheirplaceinoneor moregroups.Byseeingandhearingaboutotherplacesoutsidetheirexperience,theirsenseofcuriosityandwonderleads themtoconsiderhowandwhyotherplacesaredifferentfromtheirown.TowardstheendofLevel4studentsdistinguishand describethenaturalandbuiltfeaturesoftheenvironmentsidentifyingandexplainingchanges.Theymakecomparisons betweenavarietyofplacesanddeveloptheirunderstandingofthegeographyofVictoria.Theybegintodevelopan understandingoftheinterconnectednatureoftheworld.

Throughstructuredexperienceswithintheirimmediateenvironmentandcommunity,studentsdevelopspatialawareness andcanbegintoorganisetheirideasthroughtheapplicationofthespatialconceptsingeographysuchaslocation,distance anddirectiontogetherwithsimplespatialassociationsandspatialchangeovertime.Intheselevelsstudentsdeveloptheir knowledgeandspatialawarenessaboutwherehome,schoolandtheplaygroundarelocatedandwheretheyareinrelation tooneanother.Theyextendtheirunderstandingtothegeographyoftheirlocalareaandinvestigateanddescribeelementsof thenaturalandhumanenvironments.Studentsdevelopavocabularytodescribetheirobservationsandinvestigations. Earlyinthisstagethegeospatialskillsofstudentsinvolvethedrawingofsimplepictorialmapsofwheretheyareinspacein relationtootherphenomena.Studentsdevelopincreasinglysophisticatedmapskillsenablingthemtovisualiseand describelocationanddirectionusinggridsandcompasspoints. Studentsexplorehowandwhynaturalfactorsandhumanactivitiesaffecttheirlives.Beginningintheirlocalenvironment,for example,selectingsaferoutestoschools(spatialconceptsoflocation,directionanddistance)theyprogresstogroupand collaborativetasksandconsiderenvironmentaldifferencesandresourcemanagementthroughoutAustralia.Students collect,recordanddescribedataobtainedthroughfieldstudysurveysandmeasurementstoformconclusionsabouttheuse ofresources. Levels5to8Buildingbreadthanddepth Intheselevelswithincreasingcognitivedevelopmentandexperience,studentsbegintodevelopabreadthofunderstanding aboutnaturalprocessesandhumanactivitiesbeyondtheirimmediateenvironment.Theydevelopanexpanded understandingofAustraliaandtheregionofwhichAustraliaisaparttheAsiaPacific.Studentsbegintoapplythemore abstractcognitiveprocessestoenvironmentalissues. Studentsapplytheirspatialawarenessinamoresophisticatedwaytomorecomplexquestionsandissuesthroughtheuse ofadditionalcoreconceptssuchasspatialinteraction,movement,regionandscale.Studentsidentifypatternsand processesinnaturalenvironmentsandhumanactivitiestounderstandincreasinglycomplexinteractionsofphysicaland humanphenomenawithinAustralianandotherenvironmentsandtogeneralisefromparticularcontexts.Theylearntousea processofinquirythatasks:What?Where?How?Why?Whatought?Theyinvestigateenvironmentalissuesandanalyse differentperspectivesandconsiderpossiblesolutionstocurrentandfuturechallengestoenablesustainableuseof resources.Theydescribeandexplainspatialchangesthroughtimefromtheirowndirectobservationandbycomparing maps,photographsandothervisualmedia. Studentsdescribespecificlocationsthroughreadingandinterpretingtopographicandotherlargescalemaps.Theyapply theirunderstandingofscale(distance),grids(location),compassbearings(direction)andlegendtoidentifyfeaturesand patternsandinterprettrendswhenusingmapsassourcesofinformation.Theyparticipateinfieldworkandusean increasingvarietyoftechniquesforcollectingandpresentingdata.Studentsapplymanyofthepracticalskillsthattheyhave acquiredoverthepreviouslevels. Levels9and10Developingpathways Intheselevelsstudentsdeveloptheabilitytoanalyseandexplainincreasinglycomplexspatialassociationsandinteractions ofnaturalsystemsandhumanactivitiesinAustraliaandinotherpartsoftheworld.Theyapplyinquirybasedstrategiesto investigateissuesandcommunicatetheirfindingsasarangeofscales:local,regional,nationalandglobal.Studentsask questionsthatfocusnotonlyonwhat,where,how,why,butalsoonwhatimpact,howoughtandwhatwillitbeinthefuture? Theybecomeincreasinglyawareofthegloballinksbetweensocieties,culturesandnaturalenvironmentsandtheimpactof globalisationontheirownandotherpeopleslives.Studentsusetheirunderstandingofsustainabilitytoevaluatevarious managementstrategiesanddeveloppoliciestoresolveanissue.

Studentsareskilledininterpretingdifferentkindsofmaps,photographsandsatelliteimagesatdifferentscales.Theyapply theirgeospatialskillssuchasmapoverlays,databasemanipulationsandgeographicinformationsystem(GIS)tothespatial analysisofphenomena. Studentsundertakefieldinvestigationstocollect,collate,analyseandevaluatedata.Theypresentdatausingavarietyof maps,graphs,photographs,diagramsandotherforms.Theyanalysefieldworkandotherdatatoprovideexplanations,make informeddecisionsanddevelopapolicyforthemanagementofalocalissuethatisimportantandrelevanttotheirlives. Aguidetointroducingthespatialconcepts Spatialconcept Fto4:Layingthe foundations 5to8:Buildingbreadthand depth 9to10:Developingpathways
Location
Introducingconceptual understanding
Applyingtheconcepts
Applyinggeographicterminology
Scale
Distance
Distribution
Region
Spatialchangeover time
Movement
Introducingconceptual understanding
Applyingconceptsand geographicterminology
Spatialassociation
Introducingandapplying conceptualunderstandingwith theuseofgeographic
Spatialinteraction
terminology
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinGeography,theyinvestigatesomeofthesignificant naturalprocessesthatoperateacrossAustralia(forexample,rainfall,drought,flood,earthquake,cyclonesandbushfire), andhowpeoplereacttothem,includingtheirpreparationfor,andmanagementof,naturaldisasters. StudentsexplorehowhumanshaveaffectedtheAustralianenvironment.Examplescouldinclude:AboriginalandTorres StraitIslandercommunitiescareofthelandclearancebyfarmersandsubsequentproblemsoflanddegradationand salinityandprotectionofthenaturalenvironmentthroughthecreationofnatureparks,nationalparksandmarineparks. Usinganinquirybasedapproach,studentsexploreenvironmentalissuesandconsiderpossiblesolutionstocurrentand futurechallenges.Studentslearnaboutenvironmentallysensitiveareassuchaslocalremnantvegetation,rivers,alpine Victoria,GippslandLakesandnationalparksandexplorewaysofprotectingtheseuniqueenvironmentsinasustainable wayforfuturegenerations. Studentsdevelopmappingskillsanduseconventionalgeographiclanguage,includingscale,compasspointsfor direction,alphanumericgridreferencesandlegends,tolocateplaces.Theylearnaboutandinterprettheirlocation relativetootherplaces.Theybegintoidentifyfeaturesonmaps,satelliteimages,andobliquephotographsanduse mapsatdifferentscalestolocateplaces,findtheirwayaround,andplantripstovisitspecificplaces.Toenhancethe electronicpresentationstheydevelop,studentssearchforandannotaterelevantimagesfromtheInternet. Studentsparticipateinfieldworkusingsimpletechniquesforexample,collectingandrecordingdataonhowthehuman andphysicalcharacteristicsofaselectedsitearechangingorhavechanged.Theyexploreeffectivewaystocareforlocal places,andareprovidedwithopportunitiestoinitiateandparticipateinanactiononanenvironmentalissueofpersonal orgroupconcernforexample,pollutionofalocalwaterway.
Standards

Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinGeography,theyinvestigatesomeofthesignificant naturalprocessesthatoperateacrossAustralia(forexample,rainfall,drought,flood,earthquake,cyclonesandbushfire), andhowpeoplereacttothem,includingtheirpreparationfor,andmanagementof,naturaldisasters. StudentsexplorehowhumanshaveaffectedtheAustralianenvironment.Examplescouldinclude:AboriginalandTorres StraitIslandercommunitiescareofthelandclearancebyfarmersandsubsequentproblemsoflanddegradationand salinityandprotectionofthenaturalenvironmentthroughthecreationofnatureparks,nationalparksandmarineparks. Usinganinquirybasedapproach,studentsexploreenvironmentalissuesandconsiderpossiblesolutionstocurrentand futurechallenges.Studentslearnaboutenvironmentallysensitiveareassuchaslocalremnantvegetation,rivers,alpine Victoria,GippslandLakesandnationalparksandexplorewaysofprotectingtheseuniqueenvironmentsinasustainable wayforfuturegenerations. Studentsdevelopmappingskillsanduseconventionalgeographiclanguage,includingscale,compasspointsfor direction,alphanumericgridreferencesandlegends,tolocateplaces.Theylearnaboutandinterprettheirlocation relativetootherplaces.Theybegintoidentifyfeaturesonmaps,satelliteimages,andobliquephotographsanduse mapsatdifferentscalestolocateplaces,findtheirwayaround,andplantripstovisitspecificplaces.Toenhancethe electronicpresentationstheydevelop,studentssearchforandannotaterelevantimagesfromtheInternet. Studentsparticipateinfieldworkusingsimpletechniquesforexample,collectingandrecordingdataonhowthehuman andphysicalcharacteristicsofaselectedsitearechangingorhavechanged.Theyexploreeffectivewaystocareforlocal places,andareprovidedwithopportunitiestoinitiateandparticipateinanactiononanenvironmentalissueofpersonal orgroupconcernforexample,pollutionofalocalwaterway.
Standards
AtLevel6,studentsidentifyanddescribeAustraliassignificantnaturalprocesses.Theydescribethereactionofpeople totheseprocessesincludingthemanagementofnaturaldisasters.Theycomparethevariouswayshumanshaveused andaffectedtheAustralianenvironment.Studentsrecommendwaysofprotectingenvironmentallysensitiveareasina sustainableway.Theyprovideexamplesandevidencebasedontheirinquiries.Theyusegeographiclanguagetoidentify anddescribethehumanandphysicalcharacteristicsoflocalandglobalenvironmentsdepictedbydifferentkindsof maps,diagrams,photographsandsatelliteimages. Geospatialskills
AtLevel6,studentsuseatlases,streetdirectoriesandtownplanmapstoaccuratelydescribethedistance,directionand locationofplaces.Theyidentifyfeaturesfrommaps,satelliteimages,andobliquephotographs.Theydrawsketchmaps oftheirneighbourhoodusingsimplemappingconventionssuchastitle,scale,northpointandlegend.Theyresearch, collect,recordanddescribedataobtainedthroughfieldstudysurveysandmeasurementstoformconclusionsaboutthe useofresources.

Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinGeography,theyuseavarietyofgeographictoolsand skills,togetherwithaninquirybasedapproach,toinvestigatethecharacteristicsoftheregionsofAustraliaandthose surroundingit:Asia,thePacificandAntarctica.Theyexplorehowandwhy,overtime,humanandphysicalinteractions producechangestothecharacteristicsofregions,forexample,settlementpatternsandagriculturalandurbanlanduse. Studentsextendtheirknowledgeandunderstandingofphysicalphenomena,includingnaturalhazards,andofthe physicalprocessesthatproducethem.Theyidentifypatternsofdistributionandoccurrenceofmajorphysicalfeatures andtheirinterrelationshipwithhumanactivitiessuchasfarming,fishing,manufacturingandsettlement.Students becomeawareofcontrastswithintheregionsofAustraliaandthosesurroundingitfromtheirinvestigationofanumberof smallerregionssuchasSouthEastAsia,theSouthPacificnationsandPapuaNewGuinea.Theydevelopan appreciationofdifferencesintheculture,livingconditionsandoutlooksofpeople,includingtheAboriginalandTorres StraitIslanderpeoples,intheseareas. Studentsinvestigateenvironmentalissuessuchasforestuseandglobalwarming.Theybegintodesignpolicies,and evaluateexistingpolicies,formanagingtheimpactoftheseissuesandensuringthesustainabilityofresources. Studentsapplytheirknowledgeandunderstandingofscale,gridreferences,legendanddirectiontouselargescale maps(suchastopographicmaps),assourcesofspatialinformation,aswellasotherspatialrepresentations(suchas thosefoundinatlasesandgeographicinformationsystems).Studentsresearchandanalysephotographs,maps, satelliteimagesandtextfromelectronicmediaandaddthesetotheirpresentations. Observingbasicmappingconventions,studentslearntodrawoverlaythememaps.Theyrecognisethatpartsofthe Earthssurfacecanberepresentedinvariousways,atdifferentscales,andfromdifferentperspectivesonarangeof maps,photographsandsatelliteimages.Theyareprovidedwithopportunitiestocollectandprocessdataandpresenta summaryofresultsusingarangeoftechniquessuchassketchmaps,graphsandelectronicmedia(suchas geographicinformationsystemsandspreadsheets). Studentsundertakefieldworktoinvestigatethecharacteristicsofaselectedlocalregionandthephysicalprocessesand humanactivitiesthatformandtransformit.Studentsareencouragedtoparticipateinactivitiestocontributetothe sustainablemanagementoflocalplaces.
Standards

Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinGeography,theyuseavarietyofgeographictoolsand skills,togetherwithaninquirybasedapproach,toinvestigatethecharacteristicsoftheregionsofAustraliaandthose surroundingit:Asia,thePacificandAntarctica.Theyexplorehowandwhy,overtime,humanandphysicalinteractions producechangestothecharacteristicsofregions,forexample,settlementpatternsandagriculturalandurbanlanduse. Studentsextendtheirknowledgeandunderstandingofphysicalphenomena,includingnaturalhazards,andofthe physicalprocessesthatproducethem.Theyidentifypatternsofdistributionandoccurrenceofmajorphysicalfeatures andtheirinterrelationshipwithhumanactivitiessuchasfarming,fishing,manufacturingandsettlement.Students becomeawareofcontrastswithintheregionsofAustraliaandthosesurroundingitfromtheirinvestigationofanumberof smallerregionssuchasSouthEastAsia,theSouthPacificnationsandPapuaNewGuinea.Theydevelopan appreciationofdifferencesintheculture,livingconditionsandoutlooksofpeople,includingtheAboriginalandTorres StraitIslanderpeoples,intheseareas. Studentsinvestigateenvironmentalissuessuchasforestuseandglobalwarming.Theybegintodesignpolicies,and evaluateexistingpolicies,formanagingtheimpactoftheseissuesandensuringthesustainabilityofresources. Studentsapplytheirknowledgeandunderstandingofscale,gridreferences,legendanddirectiontouselargescale maps(suchastopographicmaps),assourcesofspatialinformation,aswellasotherspatialrepresentations(suchas thosefoundinatlasesandgeographicinformationsystems).Studentsresearchandanalysephotographs,maps, satelliteimagesandtextfromelectronicmediaandaddthesetotheirpresentations. Observingbasicmappingconventions,studentslearntodrawoverlaythememaps.Theyrecognisethatpartsofthe Earthssurfacecanberepresentedinvariousways,atdifferentscales,andfromdifferentperspectivesonarangeof maps,photographsandsatelliteimages.Theyareprovidedwithopportunitiestocollectandprocessdataandpresenta summaryofresultsusingarangeoftechniquessuchassketchmaps,graphsandelectronicmedia(suchas geographicinformationsystemsandspreadsheets). Studentsundertakefieldworktoinvestigatethecharacteristicsofaselectedlocalregionandthephysicalprocessesand humanactivitiesthatformandtransformit.Studentsareencouragedtoparticipateinactivitiestocontributetothe sustainablemanagementoflocalplaces.
Standards
Geographicknowledgeandunderstanding
AtLevel8,studentsdemonstrateknowledgeandunderstandingofthecharacteristicsoftheregionsofAustraliaand thosesurroundingit:Asia,thePacificandAntarctica.Theyexplain,usingexamples,howtheinteractionofphysical processesandhumanactivitiescreatevariationswithintheregions.Theyuseevidenceandappropriategeographical languagetoexplaincontrastswithinsmallerregionssurroundingAustralia.Studentsdescribedifferencesinculture, livingconditionsandoutlook,includingattitudestoenvironmentalissues,intheseregions.Theydemonstrate understandingofenvironmentalissuesbasedoninquiryandproposewaysofensuringthesustainabilityofresources. Geospatialskills

AtLevel8,studentscollectgeographicalinformationfromelectronicandprintmedia,includingsatelliteimagesandatlas mapsandanalyse,evaluateandpresentitusingarangeofforms.Theyconstructoverlaythememapsusingmap conventionsofscale,legend,title,andnorthpoint.Theyidentifyandgathergeographicalinformationfromfieldworkand organise,processandcommunicateitusingarangeofwritten,oral,visualandgraphicforms.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinGeography,theydevelopknowledgeaboutthe operationofoneofthemajornaturalsystemsthatarepartofthebiosphereandatmosphereforexample,thehydrologic cycle,platetectonicsortheweather.Studentsinvestigatetheinteractionofhumanactivitieswiththenaturalenvironment throughastudyofissuessuchasglobalwarmingandclimatechange,landdegradationanddesertification,andairand waterpollution.Studentsdevelopskillstoevaluatethefactorscontributingtothedevelopmentoftheseissues,identify strategiestoaddressthemandexplorewaysofmanagingthem. Studentsinvestigatethecharacteristicsofdevelopmentthatoccuracrosstheglobe.Theyuseaninquirybasedapproach toexplorehowcombinationsofvariousphysicalandhumanfactorsinteracttoproduceobservableandsometimes predictablepatternsatlocal,regionalandglobalscales.Studentsexamineglobalpatternsofdevelopment,considering classificationsusedbyUnitedNationagencies,NonGovernmentOrganisations(NGOs)andotherorganisations,and evaluatingtherelevanceofsuchclassificationsatglobal,national,regionalandlocalscales. Studentsresearchatleasttwodevelopmenttopicsandtheimpactofglobalisationincreatingandreducingdifferencesin developmentlevels,forexample,throughtechnologytransfers,resourceuse,andindebtedness.Examplesof developmenttopicsinclude:povertythelinksbetweenfood,hungerandtechnologyandthesocialandeconomic consequencesofdevelopmentincreatingrapidlygrowingcities,megacities,informalsettlementsandrural depopulation. Studentsinvestigateandlearntoevaluatetheimpactand/oreffectivenessofdevelopmentrelatedprojects,policiesand strategies(suchaslargescalewaterprojects,tourism,theuseofforeignaid,socialreformandpopulationcontrol)on physicalandhumanlandscapes,locally,nationallyandglobally.Theyapplytheirknowledgeandunderstandingto provideexplanationsandjustifyrecommendationsaboutlocal,nationalandglobalsituationsrelatedtodevelopment,and theirimpactonlivingstandards.Theyreflectonplansofactionandpastactions,consideringthevaluepositions underlyingthem,includingacommitmenttotheprinciplesofsustainability. Studentsundertakefieldinvestigationsinthelocalareatogather,collate,analyseandevaluatedatarelatingtothe naturalenvironment.Theycollectevidencefromthefieldworksitetoexplainandpredicttheeffectsofnaturalprocesses andhumanactivitiesontheenvironment,includingconsiderationofthewayspeoplerespondtochange.Students developapolicyforthemanagementofalocalissue,includingconsiderationofAboriginalandTorresStraitIslander communities.Studentsapplygeographicaltechniques,includingrepresentationofmultivariabledataandcomplex mappingoperations,tointerpretenvironmentalchangeandresearch,discriminate,evaluateandpresentarguments usingelectronicandotherformats.
Standards
11

Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinGeography,theydevelopknowledgeaboutthe operationofoneofthemajornaturalsystemsthatarepartofthebiosphereandatmosphereforexample,thehydrologic cycle,platetectonicsortheweather.Studentsinvestigatetheinteractionofhumanactivitieswiththenaturalenvironment throughastudyofissuessuchasglobalwarmingandclimatechange,landdegradationanddesertification,andairand waterpollution.Studentsdevelopskillstoevaluatethefactorscontributingtothedevelopmentoftheseissues,identify strategiestoaddressthemandexplorewaysofmanagingthem. Studentsinvestigatethecharacteristicsofdevelopmentthatoccuracrosstheglobe.Theyuseaninquirybasedapproach toexplorehowcombinationsofvariousphysicalandhumanfactorsinteracttoproduceobservableandsometimes predictablepatternsatlocal,regionalandglobalscales.Studentsexamineglobalpatternsofdevelopment,considering classificationsusedbyUnitedNationagencies,NonGovernmentOrganisations(NGOs)andotherorganisations,and evaluatingtherelevanceofsuchclassificationsatglobal,national,regionalandlocalscales. Studentsresearchatleasttwodevelopmenttopicsandtheimpactofglobalisationincreatingandreducingdifferencesin developmentlevels,forexample,throughtechnologytransfers,resourceuse,andindebtedness.Examplesof developmenttopicsinclude:povertythelinksbetweenfood,hungerandtechnologyandthesocialandeconomic consequencesofdevelopmentincreatingrapidlygrowingcities,megacities,informalsettlementsandrural depopulation. Studentsinvestigateandlearntoevaluatetheimpactand/oreffectivenessofdevelopmentrelatedprojects,policiesand strategies(suchaslargescalewaterprojects,tourism,theuseofforeignaid,socialreformandpopulationcontrol)on physicalandhumanlandscapes,locally,nationallyandglobally.Theyapplytheirknowledgeandunderstandingto provideexplanationsandjustifyrecommendationsaboutlocal,nationalandglobalsituationsrelatedtodevelopment,and theirimpactonlivingstandards.Theyreflectonplansofactionandpastactions,consideringthevaluepositions underlyingthem,includingacommitmenttotheprinciplesofsustainability. Studentsundertakefieldinvestigationsinthelocalareatogather,collate,analyseandevaluatedatarelatingtothe naturalenvironment.Theycollectevidencefromthefieldworksitetoexplainandpredicttheeffectsofnaturalprocesses andhumanactivitiesontheenvironment,includingconsiderationofthewayspeoplerespondtochange.Students developapolicyforthemanagementofalocalissue,includingconsiderationofAboriginalandTorresStraitIslander communities.Studentsapplygeographicaltechniques,includingrepresentationofmultivariabledataandcomplex mappingoperations,tointerpretenvironmentalchangeandresearch,discriminate,evaluateandpresentarguments usingelectronicandotherformats.
Standards
Geographicknowledgeandunderstanding
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AtLevel10,studentsexplaintheoperationofamajornaturalsystemanditsinteractionwithhumanactivities.They evaluatetheconsequencesoftheinteractionanddevelopapolicytoaddressanissuerelatedtoit.Studentsdescribe globalpatternsofdevelopmentfromarangeofperspectivesandidentifyanddescribethefactorsthatdeterminethese patterns.Theyanalysedevelopmentissuesandformulateandevaluatecomprehensivepolicies,includingthosefor sustainableuseandmanagementofresources,toalterdevelopmentpatternsatarangeofscales.Theyuseevidence basedontheirinquiriesandgeographicallanguageandconcepts. Geospatialskills
AtLevel10,studentsaccuratelyinterpretinformationondifferenttypesofmapsandphotographsatarangeofscales, andusemapevidencetosupportexplanations,drawinferencesandpredictassociatedoutcomes.Theycollectand collateinformationgatheredfromfieldworkobservationsandpresenttheirfindingsobservinggeographicalpresentation conventions.
13
The Humanities - History

TableofContents Overview RationaleandAims Contentstructure HistoryacrossFoundationtoLevel10 Achievementstandards Diversityoflearners Crosscurriculumpriorities CurriculumF10 FoundationLevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 4 6 6 7 9 9 12 15 18 22 25 29 34 43 53 61
Rationale
Historyisadisciplinedprocessofinquiryintothepastthatdevelopsstudents'curiosityandimagination.Awarenessof historyisanessentialcharacteristicofanysociety,andhistoricalknowledgeisfundamentaltounderstandingourselvesand others.Itpromotestheunderstandingofsocieties,events,movementsanddevelopmentsthathaveshapedhumanityfrom earliesttimes.Ithelpsstudentsappreciatehowtheworldanditspeoplehavechanged,aswellasthesignificantcontinuities thatexisttothepresentday.History,asadiscipline,hasitsownmethodsandprocedureswhichmakeitdifferentfromother waysofunderstandinghumanexperience.Thestudyofhistoryisbasedonevidencederivedfromremainsofthepast.Itis interpretativebynature,promotesdebateandencouragesthinkingabouthumanvalues,includingpresentandfuture challenges.Theprocessofhistoricalinquirydevelopstransferableskills,suchastheabilitytoaskrelevantquestions criticallyanalyseandinterpretsourcesconsidercontextrespectandexplaindifferentperspectivesdevelopandsubstantiate interpretations,andcommunicateeffectively. ThecurriculumgenerallytakesaworldhistoryapproachwithinwhichthehistoryofAustraliaistaught.Itdoesthisinorderto equipstudentsfortheworld(local,regionalandglobal)inwhichtheylive.Anunderstandingofworldhistoryenhances studentsappreciationofAustralianhistory.Itenablesthemtodevelopanunderstandingofthepastandpresentexperiences ofAboriginalandTorresStraitIslanderpeoples,theiridentityandthecontinuingvalueoftheirculture.Italsohelpsstudents toappreciateAustralia'sdistinctivepathofsocial,economicandpoliticaldevelopment,itspositionintheAsiaPacificregion, anditsglobalinterrelationships.Thisknowledgeandunderstandingisessentialforinformedandactiveparticipationin Australia'sdiversesociety.
Aims
TheAustralianCurriculum:Historyaimstoensurethatstudentsdevelop:
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interestin,andenjoymentof,historicalstudyforlifelonglearningandwork,includingtheircapacityandwillingnessto beinformedandactivecitizens knowledge,understandingandappreciationofthepastandtheforcesthatshapesocieties,includingAustralian society understandinganduseofhistoricalconcepts,suchasevidence,continuityandchange,causeandeffect,perspectives, empathy,significanceandcontestability capacitytoundertakehistoricalinquiry,includingskillsintheanalysisanduseofsources,andinexplanationand communication.
ContentStructure
TheAustralianCurriculum:Historyisorganisedintotwointerrelatedstrands:HistoricalKnowledgeandUnderstandingand HistoricalSkills.
HistoricalKnowledgeandUnderstanding
Thisstrandincludespersonal,family,local,stateorterritory,national,regionalandworldhistory.Thereisanemphasison AustralianhistoryinitsworldhistorycontextatFoundationtoLevel10andafocusonworldhistoryintheseniorsecondary levels.Thestrandincludesastudyofsocieties,events,movementsanddevelopmentsthathaveshapedworldhistoryfrom thetimeoftheearliesthumancommunitiestothepresentday.

Thisstrandexploreskeyconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause andeffect,significance,perspectives,empathyandcontestability.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries.
HistoricalSkills
Thisstrandpromotesskillsusedintheprocessofhistoricalinquiry:chronology,termsandconceptshistoricalquestions andresearchtheanalysisanduseofsourcesperspectivesandinterpretationsexplanationandcommunication.Withinthis strandthereisanincreasingemphasisonhistoricalinterpretationandtheuseofevidence.
Relationshipbetweenthestrands
Thetwostrandsareintegratedinthedevelopmentofateachingandlearningprogram.TheHistoricalKnowledgeand Understandingstrandprovidesthecontextsthroughwhichparticularskillsaretobedeveloped.HistoricalSkillshavebeen describedinbandsofschooling(overthreelevelsatFoundationtoLevel2andattwolevelintervalsinsubsequentlevels). ThesequencinganddescriptionoftheHistoricalSkillsstrand,inbandsofschoolingwillassistinmultiageprogrammingby providingacommonfocusfortheteachingandlearningofcontentintheHistoricalKnowledgeandUnderstandingstrand.
Inquiryquestions
EachlevelfromFoundationtoLevel10includeskeyinquiryquestionsthatprovideaframeworkfordevelopingstudents historicalknowledge,understandingandskills.
Overviews
HistoricalKnowledgeandUnderstandingincludesanoverviewofthehistoricalperiodtobecoveredineachlevel710.The overviewisnotintendedtobetaughtindepthitwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.The overviewcontentidentifiesimportantfeaturesofthehistoricalperiodattherelevantlevelandprovidesanexpansive chronologythathelpsstudentsunderstandbroadpatternsofhistoricalchange.
Depthstudies
Inadditiontotheoverview,HistoricalKnowledgeandUnderstandingincludesthreedepthstudiesforthehistoricalperiodat eachlevel710.Foreachdepthstudy,thereareuptothreeelectivesthatfocusonaparticularsociety,event,movementor development.ItisexpectedthatONEelectiveisstudiedindetail,whichwillconstituteapproximately30%ofthetotalteaching timeforthelevel.Thecontentineachelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthehistoricalperiod. Theorderanddetailinwhichcontentistaughtisaprogrammingdecision.Contentmaybeintegratedinwaysappropriateto thespecificlocalcontextanditmaybeintegratedwiththecontentofotherdepthstudyelectives.
Relationshipbetweenoverviewsanddepthstudies
Aspartofateachingandlearningprogram,thedepthstudycontentateachlevel710maybeintegratedwiththeoverview content.Theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent.Thismeansthattheoverview contentcanprovidestudentswithanintroductiontothehistoricalperioditcanmakethelinkstoandbetweenthedepth studies,anditcanconsolidateunderstandingthroughareviewoftheperiod.
Conceptsfordevelopinghistoricalunderstanding
TheAustralianCurriculum:Historyincludesconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability.

InFoundationtoLevel2,thereisaparticularemphasisontheconceptsofcontinuityandchange,causeandeffect,and significancewithinthecontextofpersonal,familyandlocalhistory.TheseconceptscontinuetobeafocusofstudyinLevels 36withtheinclusionofcontentrelatedtoperspectiveschallengingthenotionthatthepastisagivenandisunproblematic. InLevels710theconceptsofevidenceandcontestabilityareintroducedtofurtherdevelopstudent'sunderstandingofthe natureofhistoricalinterpretationandargument.
Leveldescriptions
Leveldescriptionsprovideanoverviewofthecontentthatisbeingstudiedatthatlevel.Theyalsoemphasisetheinterrelated natureofthetwostrandsandtheexpectationthatplanningwillinvolveintegrationofcontentfromacrossthestrands.
Contentdescriptions
TheAustralianCurriculum:Historyincludescontentdescriptionsateachlevel.Thesesetouttheknowledge,understanding andskillsthatteachersareexpectedtoteachandstudentsareexpectedtolearn.Howevertheydonotprescribeapproaches toteaching.Thecontentdescriptionshavebeenwrittentoensurethatlearningisappropriatelyorderedandthatunnecessary repetitionisavoided.However,aconceptorskillintroducedatonelevelmayberevisited,strengthenedandextendedatlater levelsasneeded.
Contentelaborations
ContentelaborationsareprovidedforFoundationtoLevel10toillustrateandexemplifycontentandtoassistteachersin developingacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpoints thatallstudentsneedtobetaught.
Glossary
Aglossaryisprovidedtosupportacommonunderstandingofkeytermsandconceptsinthecontentdescriptions.
HistoryacrossFoundationtoLevel10
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FoundationtoLevel2:typicallystudentsfrom5to8yearsofage Levels3to6:typicallystudentsfrom8to12yearsofage Levels7to10:typicallystudentsfrom12to16yearsofage.
FoundationtoLevel2
Curriculumfocus:Awarenessoffamilyhistoryandcommunityheritage
Throughexperimentation,practiceandplay,childrenintheselevelsusetheirinterestinpeopleandhowthingsworktomake senseoftheirworld. ThishistorycurriculumenablesstudentsinFoundationtoLevel2tolearnabouttheirownsocialcontextoffamily,friendsand school,andthesignificanceofthepast.Theyengagewiththeremainsofthepastdevelopaconceptoftimeaspresent,past andfuture,andthroughroleplayusetheirimaginationtospeculateaboutthelivesofothersinthepast.
Levels3to6

Curriculumfocus:Local/nationalhistoryanduseofarangeofsources
Studentsdrawontheirgrowingexperienceoffamily,schoolandthewidercommunitytodeveloptheirunderstandingofthe worldandtheirrelationshiptootherspastandpresent.Intheselevels,studentsbegintobetterunderstandandappreciate differentpointsofviewandtodevelopanawarenessofjusticeandfairplay. ThishistorycurriculumseekstotargetthedistinctnatureoflearnersinLevels3to6byincludingcontentaboutAboriginal andTorresStraitIslandersocieties,democraticconceptsandrights,andthediversityofAustraliansociety. Inthisway,studentsdevelopanunderstandingoftheheritageoftheircommunityandoftheirabilitytocontributetoit.They becomeawareofsimilaritiesanddifferencesbetweenpeopleandbecomemoreawareofdiversityinthewidercommunity aswellastheconceptofchangeovertime.
Levels7to10
Curriculumfocus:WorldandAustralianhistory,theanalysisanduseofsourcesandhistorical interpretation
Asstudentsmoveintoadolescence,theyundergoarangeofimportantphysical,cognitive,emotionalandsocialchanges. Studentsoftenbegintoquestionestablishedconventions,practicesandvalues.Theirinterestsextendwellbeyondtheirown communitiesandtheybegintodevelopconcernsaboutwiderissues. Studentsinthisagerangeincreasinglylookforandvaluelearningthatisperceivedtoberelevant,isconsistentwithpersonal goals,and/orleadstoimportantoutcomes.Increasinglytheyareabletoworkwithmoreabstractconceptsandarekeento explorethenatureofevidenceandthecontestabilityofideas. Throughthishistorycurriculum,studentsinLevels7to10pursuebroadquestionssuchas:Howdoweknowaboutthe ancientpast?Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties?Howdidthenatureofglobal conflictchangeduringthetwentiethcentury?Thiscurriculumalsoprovidesopportunitiestoengagestudentsthrough contextsthataremeaningfulandrelevanttothemandthroughpastandpresentdebates.
Curriculumstructure:FoundationtoLevel6andLevels7to10
Thecurriculumstructureateachlevel(Fto6)includesadescriptionofthecontentfocusandkeyinquiryquestions.The curriculumprovidesopportunitiesforthecontenttobetaughtusingspecificlocalcontexts. Thecurriculumstructureateachlevel(7to10)includesadescriptionofthecontentfocus,keyinquiryquestions,overviewof thehistoricalperiod,anddepthstudies.Theoverviewisdesignedtointroducethebroadcontentandcontextsforstudy.In addition,forLevels7to10therearethreedepthstudiesthatprovideanopportunitytoinvestigateaspectsingreaterdepth andthusprovidescopeforthedevelopmentofhistoricalknowledge,understandingandskills.Thecurriculumprovides opportunitiesforthecontenttobetaughtusingspecificlocalcontexts.ThestudyofhistoryinLevels7to10consistsoffour historicalperiods:
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theLevel7curriculumfocusesonhistoryfromthetimeoftheearliesthumancommunitiestotheendoftheancient period(approximately60,000BCEc.650CE)aperioddefinedbythedevelopmentofculturalpracticesandorganised societies theLevel8curriculumfocusesonhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod (c.6501750)aspanofhumanhistorymarkedbysignificanteconomic,religiousandpoliticalchange theLevel9curriculumfocusesonthemakingofthemodernworldandAustraliafrom1750to1918aneraof industrialism,nationalismandimperialism theLevel10curriculumfocusesonthehistoryofthemodernworldandAustraliafrom1918tothepresentThe twentiethcenturywasanimportantperiodinAustraliassocial,cultural,economicandpoliticaldevelopment.

TheAusVELSHistoryScopeandSequencechartisavailablefromtheVCAAwebsite.
AcrossFoundationtoLevel10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstanding,andthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoLevel10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard.Together,thedescriptionofthe achievementstandardandtheaccompanyingsetofannotatedworksampleshelpteacherstomakejudgmentsabout whetherstudentshaveachievedthestandard.
DiversityofLearners
TheAustralianCurriculumhasbeendevelopedtoensurethatcurriculumcontentandachievementstandardsestablishhigh expectationsforallstudents.Everystudentisentitledtoenrichinglearningexperiencesacrossallareasofthecurriculum. StudentsinAustralianclassroomshavemultiple,diverseandchangingneedsthatareshapedbyindividuallearning historiesandabilitiesaswellascultural,languagebackgroundsandsocioeconomicfactors.
TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith specialeducationneeds. Moststudentswithspecialeducationneedscanengagewiththecurriculumprovidedthenecessaryadjustmentsaremade tothecomplexityofthecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge, understandingandskills. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontent,focusing instructiononcontentdifferenttothattaughttoothersintheiragegroup.Itfollowsthatadjustmentswillalsoneedtobemade tohowthestudentsprogressismonitored,assessedandreported. Forasmallpercentageofstudents,theFoundationtoLevel10curriculumcontentandachievementstandardsmaynotbe appropriatenormeaningful,evenwithadjustments.Mostofthesestudentshaveasignificantintellectualdisability.ACARA willdevelopadditionalcurriculumcontentandachievementstandardsforthisgroupofstudentsinordertoprovidean AustralianCurriculumthatisinclusiveofeverylearner.

Intheinterim,adviceabouthowtousethecurriculumwithstudentswithspecialeducationneedsisavailablehereand fromtheDEECD. SchoolscanalsocontinuetousetheVELSStudentswithDisabilitiesGuidelines(PDF615KB).Thesewillbe updatedduring2013.
ManystudentsinAustralianschoolsarelearnersofEnglishasanadditionallanguageordialect(EAL/D).LearnersofEAL/D arestudentswhosefirstlanguageisalanguageotherthanStandardAustralianEnglishandwhorequireadditionalsupport toassistthemtodevelopEnglishlanguageproficiency.WhilemanyEAL/Dlearnersdowellinschool,thereisasignificant groupoftheselearnerswholeaveschoolwithoutachievingtheirpotential. EAL/Dstudentscomefromdiversebackgroundsandmayinclude:
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EAL/DlearnersenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Historyareultimatelythesameforallstudents.However,EAL/Dlearnersare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsofthehistorycurriculumthroughthat newlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddressestheir languageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency. AnationalEAL/DdocumentisbeingproducedthatsupportstheAustralianCurriculum.Itprovidesadescriptionofhow languageproficiencydevelops,andisavaluablereferenceforallteachers.Itallowshistoryteacherstoidentifythelanguage levelsoftheEAL/Dlearnersintheirclassroomsandtoaddresstheirspecificlearningrequirementswhenteaching,ensuring equityofaccesstothehistorylearningareaforall. Intheinterim,adviceabouthowtousethecurriculumwithEAL/Dstudentsisavailablehere.
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AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview.

AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:historyvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.ItcelebratesAboriginal andTorresStraitIslanderhistoriesaspartofthesharedhistorybelongingtoallAustralians. StudentswillexaminehistoricalperspectivesfromanAboriginalandTorresStraitIslanderviewpoint.Theywilllearnabout AboriginalandTorresStraitIslanderPeoplespriortocolonisationbytheBritish,theensuingcontactanditsimpacts.They willexaminekeypoliciesandpoliticalmovementsoverthelasttwocenturies.Studentswilldevelopanawarenessofthe significantrolesofAboriginalandTorresStraitislanderpeopleinAustraliansociety.
AsiaandAustraliasengagementwithAsia
IntheAustralianCurriculum:History,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contentandcontextsfordevelopingstudentshistoricalknowledge,understandingandskills. TheAustralianCurriculum:HistoryenablesstudentstodevelopanunderstandingofhistoriesofthediversepeoplesofAsia andtheircontributionstotheregionandtheworld,andanappreciationoftheimportanceoftheregionforAustraliaandthe world.Thishappensasstudentslearnabouttheimportanceofthetraditions,beliefsandcelebrationsofpeoplesfromthe Asiaregionandthroughthestudyofancientsocieties,trade,conflicts,progressivemovementsandmigrationtoAustraliaby peoplefromAsia. Inthislearningarea,studentsrecognisethedynamicnatureofsociopoliticalrelationshipswithintheregionovertime,and therolethatindividuals,governmentsandotherorganisationsplayinshapingrelationshipsbetweenpeoplesandcountries. TheydevelopanappreciationofthehistoryofAustraliaAsiaengagementandhowthisinfluencescontemporary relationshipswithinAustraliansocietyandrelationshipsbetweenAustraliaandthecountriesofAsia.Studentsalso understandtheongoingroleplayedbyAustraliaandindividualAustralians,includingAustraliansofAsianheritage,inmajor eventsanddevelopmentsintheAsiaregion.
Sustainability
IntheAustralianCurriculum:History,thepriorityofsustainabilityprovidesacontextfordevelopingstudentshistorical knowledge,understandingandskills.Itassistsstudentsinunderstandingtheforcesthatinfluencecontinuityandchange. TheAustralianCurriculum:Historyprovidescontentthatsupportsthedevelopmentofstudentsworldviews,particularlyin relationtojudgmentsaboutpastsocialandeconomicsystems,andaccesstoanduseoftheEarthsresources.Itprovides opportunitiesforstudentstodevelopanhistoricalperspectiveonsustainability.Makingdecisionsaboutsustainabilitytohelp shapeabetterfuturerequiresanunderstandingofhowthepastrelatestothepresent,andneedstobeinformedby historicaltrendsandexperiences. Inthislearningarea,studentsdevelopunderstanding,forexample,ofthechangesinenvironmentsovertime,theroleplayed byindividualsandcommunitiesinprotectingenvironments,theemergenceoffarmingandsettledcommunities,the developmentoftheIndustrialRevolutionandthegrowthofpopulation,theoveruseofnaturalresourcesandtheriseof environmentalmovements.
FoundationLevel
PersonalandFamilyHistories TheFoundationcurriculumprovidesastudyofpersonalandfamilyhistories.Studentslearnabouttheirownhistoryand thatoftheirfamilythismayincludestoriesfromdifferentculturesandotherpartsoftheworld.Asparticipantsintheirown history,studentsbuildontheirknowledgeandunderstandingofhowthepastisdifferentfromthepresent. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithina particularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions. Thekeyinquiryquestionsatthislevelare:
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WhatismyhistoryandhowdoIknow? Whatstoriesdootherpeopletellaboutthepast? Howcanstoriesofthepastbetoldandshared?
HistoricalKnowledgeandUnderstanding PersonalandFamilyHistories Whothepeopleintheirfamilyare,where theywerebornandraisedandhowthey arerelatedtoeachother(ACHHK001) Elaborations

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identifyingthedifferentmembersofafamily,(forexamplemother, father,caregiver,sister,brother,grandparent,aunty,uncle,cousin) andcreatingsimplefamilytreeswithpicturesorphotographs(if possibleusingICT)toshowtherelationshipbetweenfamily members namingfamilymembers,findingoutwheretheywerebornand raisedandplacingtheirphotographs,drawingsandnamesona classroomworldmap consideringarangeoffamilystructures,(forexamplenuclear families,onlychildfamilies,largefamilies,singleparentfamilies, extendedfamilies,blendedfamilies,adoptiveparentfamiliesand grandparentfamilies)aswellaskinshipgroups,tribesandvillages usingimagesandstoriestoidentifysimilaritiesanddifferences betweenstudents'familiesandthoseofotherchildren(intheirclass andinstoriesaboutchildreninotherplaces,forexamplethe countriesofAsia) exploringfamilystructuresofAboriginalandTorresStraitIslander Peoples(forexamplewherechildrenbelongtoextendedfamiliesin whichtherearespecificrolesandresponsibilitiestoensuresafety andwellbeing)
Thedifferentstructuresoffamiliesand familygroupstoday,andwhattheyhavein common(ACHHK002)

Howthey,theirfamilyandfriends commemoratepasteventsthatare importanttothem(ACHHK003)
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makingacalendarofcommemorativeeventsthatstudents,their familyandfriendscelebrate,(forexamplebirthdays,religious festivals(suchasEaster,Ramadan,Buddhaday,feastof Passover),familyreunionsandcommunitycommemorations (NAIDOCweek,andANZACday)anddiscussingwhytheyare important discussingWelcometoCountryandrecognisingthatthecountry, placeandtraditionalcustodiansofthelandorseaare acknowledgedatceremoniesandeventsasamarkofrespect engagingwiththeoraltraditions,paintingandmusicofAboriginal andTorresStraitIslanderpeoplesandrecognisingthatthepastis communicatedthroughstoriespasseddownfromgenerationto generation sharingthestoryofanobjectfromhome,describingitsimportance tothefamily(forexamplephotographs,oldtoys,statues,medals, artwork,jewellery)andcreatingaclassmuseum recognisingthatstoriesofthepastmaydifferdependingonwhois tellingthem(forexamplelisteningtostoriesaboutthesameevent relatedbytwodifferentpeoplesuchasamotherandagrandmother)
Howthestoriesoffamiliesandthepast canbecommunicated,forexample throughphotographs,artefacts,books, oralhistories,digitalmedia,and museums(ACHHK004)
HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsandevents (ACHHS015) Elaborations

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orderingsignificantpersonaleventsormilestonesusing photographsordrawings(suchaswalking,talking,thebirthofa sibling,movinghouse,anillness,anachievement,firstdayat school) usingsimpletermstodenotetimewhenstudentstalkabouttheir experiences(forexample'then','now','yesterday','today','tomorrow')
Distinguishbetweenthepast,presentand future(ACHHS016) Historicalquestionsandresearch Posequestionsaboutthepastusing sourcesprovided(ACHHS017)
Elaborations
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inquiringfrommembersoftheirfamilieswheretheywerebornand raised posingquestionsaboutfamilyoraboutpersonalphotographs,for exampleHowoldwasI?WherewasI?WhatwasIdoing? posingquestionsaboutartefacts,forexampleIsitoldornew? Whatwasitusedfor?
Analysisanduseofsources Explorearangeofsourcesaboutthepast (ACHHS018)
Elaborations
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identifyingrelevantfeaturesofphotographsoffamilyandfriends describinginterestingfeaturesofobjectsandphotographs connectedtothepast
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Identifyandcomparefeaturesofobjects fromthepastandpresent(ACHHS019)
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distinguishingbetweenwhatisoldandwhatisnew,usingsuch cluesastheconditionoftheobject suggestingideasaboutwhatobjectsfromthepastmayhavebeen usedfor comparingobjectsfromthepastwiththoseofthepresent,using comparativelanguagesuchas'older','newer'(forexample'Thistoy isolder''Thatcomputergameismorefunthan...')
Perspectivesandinterpretations Exploreapointofview(ACHHS020)
Elaborations
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invitingparents,grandparentsandeldersintotheclassroomto communicateabouttheirchildhoodsandcomparingtheirfavourite toyswiththoseofchildrentoday
Explanationandcommunication Developanarrativeaboutthepast (ACHHS021)
Elaborations
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retellingastoryaboutasignificanteventastudentsfamily celebratesorcommemoratessuchasbirthdays,weddings, christenings,religiousfestivals relatingastoryabouttheirownlifeordescribinganeventtheyhave experienced(orallyorthroughpicturesandphotographs) representingideasandcreatingimaginativeresponsesthrough talking,drawingandplay
Usearangeofcommunicationforms (oral,graphic,written,roleplay)anddigital technologies(ACHHS022)
BytheendoftheFoundationlevel,studentsidentifysimilaritiesanddifferencesbetweenfamilies.Theyrecognisehow importantfamilyeventsarecommemorated. Studentssequencefamiliareventsinorder.Theyposequestionsabouttheirpast.Studentsrelateastoryabouttheirpast usingarangeoftexts.
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Level1
PresentandPastFamilyLife TheLevel1curriculumprovidesastudyofpresentandpastfamilylifewithinthecontextofthestudentsownworld. Studentslearnaboutsimilaritiesanddifferencesinfamilylifebycomparingthepresentwiththepast.Theybeginto explorethelinks,andthechangesthatoccur,overtime. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithina particularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions. Thekeyinquiryquestionsatthislevelare:
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Howhasfamilylifechangedorremainedthesameovertime? Howcanweshowthatthepresentisdifferentfromorsimilartothepast? Howdowedescribethesequenceoftime?
HistoricalKnowledgeandUnderstanding PresentandPastFamilyLife Differencesinfamilystructuresandrolestoday,and howthesehavechangedorremainedthesameover time(ACHHK028)

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Elaborations
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comparingfamiliesinthepresentwiththosefromthe recentpast(thefamiliesofparentsandgrandparents) intermsoftheirsizeandstructure(forexamplethe differenttypesoffamilysuchasnuclear,singleparent, blended) discussingkinshipasanimportantpartofrelationships andfamilystructuresinAboriginalandTorresStrait Islandersocieties(forexampletheextentofakinship systemandthewayinwhichitinfluencespeople's relationships,obligationsandbehaviourtowardseach other) examiningandcommentingontherolesoffamily membersovertime(forexamplelisteningtostories abouttherolesofmothers,fathers,caregiversand childreninthepast)andcomparingthesewithfamily rolestoday(forexampleworkoutsidethehome, washing,cooking,cleaning,gardening,childcare)
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Howthepresent,pastandfuturearesignifiedbyterms indicatingtimesuchasalongtimeago,thenand now,nowandthen,oldandnew,tomorrow,as wellasbydatesandchangesthatmayhavepersonal significance,suchasbirthdays,celebrationsand seasons(ACHHK029)
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discussing,forexample,whathappenedyesterday, whatislikelytohappentomorrow,upcomingbirthdays, celebrationsandseasons,andorderingthese referencestotimeinsequenceusingtermssuchas before,after,nextandthen discussinghowsomecultures,forexamplethe Chinese,describeachildasbeingoneleveloldonthe daytheyareborn identifyingdatesandchangesthathavepersonal significance(forexamplebirthdays,movinghouse, changingschools,religiousandschoolholidays), markingtheseonacalendarandcountingdowntime, aswellasnotingthateventsofpersonalsignificance maydifferaccordingtochildrensculturalbackgrounds examiningAboriginalandTorresStraitIslander seasonalcalendars(forexampletheGagadju(Kakadu) andtheD'harawal(Sydney)calendars,eachwithsix seasons,theArrernte(centralAustralia)withfive,the Woiwurrung(UpperYarraValley)withseven,andnorth eastTasmaniawiththree examiningandcommentingonphotographsandoral histories(forexampletalkingtoparents,grandparents andotherelders)tofindouthowdailyliveshave changed
Differencesandsimilaritiesbetweenstudents'daily livesandlifeduringtheirparentsandgrandparents childhoods,includingfamilytraditions,leisuretime andcommunications.(ACHHK030) HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsandevents(ACHHS031)
Elaborations
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usingvisualsequencesoftimesuchasadaysofthe weekchart,aclasstimetableoracalendarand markingsignificantdatesonthem creatingatimeline,slideshoworstoryusingphotos identifyingvocabularyofthepast(forexamplewordsfor objectsfromchildhoodgamesandleisuresuchas jacks,elastics,recordplayer,transistor)whenmaking then/nowcomparisons usingtermstodenotetime(forexamplethen,now, yesterday,today,past,present,generations)
Distinguishbetweenthepast,presentandfuture (ACHHS032)
Historicalquestionsandresearch
Elaborations
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Posequestionsaboutthepastusingsources provided(ACHHS033)
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inquiringfromparentsandmembersofolder generationsaboutpastandpresentfamilies(for examplenumberofchildren,numberofpeoplelivingin thehousehold,rolesoftheparentsandchildren) discussingwhatlifewaslikefortheirparentsand grandparentsbyexaminingeverydayobjects(for exampletelephone,radio,cookingutensils,toys), photosandstoriesfromthepast,usingWhat?How? When?Why?questions
Analysisanduseofsources Explorearangeofsourcesaboutthepast (ACHHS034)
Elaborations
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discussingwithparentsandgrandparentsaboutlifein thepast exploringstoriesfromandaboutthepast(forexample letters,diaries,radioortelevisionprograms) comparingobjectsfromthepastwiththepresentto identifysimilaritiesanddifferences(forexampletoys, whitegoods,televisions,radios)
Identifyandcomparefeaturesofobjectsfromthepast andpresent(ACHHS035)
Perspectivesandinterpretations Exploreapointofview(ACHHS036)
Elaborations
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representingsimilaritiesanddifferencesbetween studentsdailylivesandthoseoftheirparentsand grandparentsingraphicform(forexampleVenn diagram,ychart)
Explanationandcommunication Developanarrativeaboutthepast.(ACHHS037)
Elaborations
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relatingastoryaboutlifeintheirparentsor grandparentstime(orallyorthroughpicturesand photographs) describingtheirfamiliesoraneventthathaspersonal significance representingideasandcreatingimaginativeresponses throughwriting,roleplay,speaking,drawing
Usearangeofcommunicationforms(oral,graphic, written,roleplay)anddigitaltechnologies (ACHHS038)
BytheendofLevel1,studentsexplainhowsomeaspectsofdailylifehavechangedoverrecenttimewhileothershave remainedthesame.Theydescribepersonalandfamilyeventsthathavesignificance. Studentssequenceeventsinorder,usingeverydaytermsaboutthepassingoftime.Theyposequestionsaboutthepastand examinesources(physicalandvisual)tosuggestanswerstothesequestions.Studentsrelatestoriesaboutlifeinthepast, usingarangeoftexts.
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Level2
ThePastinthePresent TheLevel2curriculumprovidesastudyoflocalhistory.Studentsexplore,recogniseandappreciatethehistoryoftheir localareabyexaminingremainsofthepastandconsideringwhytheyshouldbepreserved. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithina particularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions. Thekeyinquiryquestionsatthislevelare:
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Whataspectsofthepastcanyouseetoday?Whatdotheytellus? Whatremainsofthepastareimportanttothelocalcommunity?Why? Howhavechangesintechnologyshapedourdailylife?
HistoricalKnowledgeandUnderstanding ThePastinthePresent Thehistoryofasignificantperson, building,siteorpartofthenatural environmentinthelocalcommunity andwhatitrevealsaboutthepast (ACHHK044)

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Elaborations
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usingtheinternet,newspapers,communityinformationguidesandlocal knowledgetoidentifyandlistthepeopleandplacespromotedasbeingof historicinterestinthelocalcommunity suggestingreasonsforthelocationofalocallandmarkbeforesearching forresourcesthatprovideanexplanation investigatingthehistoryofachosenperson,building,siteorlandmarkin thelocalcommunityusingsources(forexamplebooks,newspapers,oral histories,audiovisualmaterial,digitalsources,letters,photographs)and relatingastorywhichtheserevealaboutthepast discussingwhyaparticularsitehasheritagesignificance/culturalvalue forpresentgenerations(forexampleitprovidesarecordofasignificant historicalevent,hasaestheticvalue,reflectsthecommunitysidentity) identifying,inconsultationwithAboriginalandTorresStraitIslander people,andvisiting(whereappropriate)localsites,placesand landscapesofsignificancetoAboriginalandTorresStraitIslanderpeople (forexampleengravingsites,rockpaintings,naturalsitesorfeatures suchastheBirragairockshelter,creeksormountains) identifyinganddesigningalocalhistoricaltourofasite(forexampleone relatedtoaparticularculturalgroup)
Theimportancetodayofanhistorical siteofculturalorspiritual significanceforexample,a communitybuilding,alandmark,a warmemorial(ACHHK045)
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Theimpactofchangingtechnology onpeopleslives(athomeandinthe waystheyworked,travelled, communicated,andplayedinthe past)(ACHHK046)
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examiningchangesintechnologyoverseveralgenerationsbycomparing pastandpresentobjectsandphotographs,anddiscussinghowthese changeshaveshapedpeopleslives(forexamplechangestoland,air andseatransportthemovefromwoodfiredstovestogas/electrical appliancestheintroductionoftelevision,transistors,FMradioanddigital technologies) identifyingwherethetechnologyusedintheirgrandparentschildhoods wasmadecomparedwiththetechnologytheyusetoday examiningthetraditionaltoysusedbyAboriginalandTorresStrait Islanderchildrentoplayandlearn(forexampleArrerntechildrenlearnto playstringgamessotheycanrememberstoriestheyhavebeentold) creatingmodelsoftoysusedbychildrenwholivedwhenelectricitywas notavailable
HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsand events(ACHHS047) Distinguishbetweenthepast, presentandfuture(ACHHS048)

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Elaborations
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orderingkeyeventsinthehistoryofthelocalcommunityusing photographsandannotations usingtermstodenotethepassingoftimeinspeechandwriting(for exampleinthepast,levelsago,theoldendays,inthefuture) identifyingsignsofthepastinphotographsandothervisual representationsandusingthecorrecttermforthesefeaturesfor examplewarmemorial,museum
Historicalquestionsandresearch Posequestionsaboutthepastusing sourcesprovided(ACHHS049)
Elaborations
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developinginquiryquestionsaboutasite(forexampleWhatdoesitlook likenow?Whatconditionisitin?Howmightitsusehavechanged? Whatwasitspurpose?Howwasitbuilt/created?Howwasitpaidfor? Whatisitsuseandimportanceinthepresent?) structuringquestionsusingappropriateverbtenses(forexampleinthe question:Whatgamesdidchildrenplaybeforeelectricity?,thehelping verbdidisinthepast
Analysisanduseofsources Explorearangeofsourcesaboutthe past.(ACHHS050)
Elaborations
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locatinghistoricalevidenceofthelocalcommunityincludingsignsofthe pastinthepresent(forexampleplaceandstreetnames,monuments, builtandnonbuilthistoricallandmarks) examiningsourcessuchasphotographs,newspapers,storiesandmaps tolearnaboutthepast(someofthesemaybeonlineandcanbelocated throughstateandlocallibrarywebsites)
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Identifyandcomparefeaturesof objectsfromthepastandpresent (ACHHS051)
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identifyingplaceandstreetnamesinthelocalcommunityanddiscovering theiroriginandmeaning(forexamplenamesthatarelinkedtoAboriginal andTorresStraitIslanderpeople,suchasEurobodallaNationalPark historicaleventssuchasDeadmansCreek,earlysettlers,andpolitical, religiousandsocialfigures) identifyingfeaturesofasite(suchasdates,decorationsandplaqueson buildings)thatrevealitspast
Perspectivesandinterpretations Exploreapointofview(ACHHS052) Explanationandcommunication Developanarrativeaboutthepast (ACHHS053)
Elaborations
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examiningapointofviewaboutchangestothebuiltandnatural environmentandtodailylivesovertime
Elaborations
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composingstoriestocomparepastandpresentdailylife(forexampleby usingsoftwaretocreateasoundscapeofthelocalareaandadigital cameratotakephotographsofthisareainthepresentandbyusing photographstoshowimagesofthepast) describingasignificantpersonorplacefromtheircommunityspast(for exampleashortreportonabuildingofsignificancedescribingwhen, where,why,whobuiltit,andwhyitisvaluedorabiographyona significantindividual) representingideasandcreatingimaginativeresponsesthroughvisual imagesaswellaswrittenandspokendescriptionsandnarratives
Usearangeofcommunication forms(oral,graphic,written,role play)anddigitaltechnologies (ACHHS054)
BytheendofLevel2,studentsanalyseaspectsofdailylifetoidentifyhowsomehavechangedoverrecenttimewhileothers haveremainedthesame.Theydescribeaperson,siteoreventofsignificanceinthelocalcommunity. Studentssequenceeventsinorder,usingarangeoftermsrelatedtotime.Theyposequestionsaboutthepastanduse sourcesprovided(physical,visual,oral)toanswerthesequestions.Theycompareobjectsfromthepastandpresent. Studentsdevelopanarrativeaboutthepastusingarangeoftexts.
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Level3
CommunityandRemembrance TheLevel3curriculumprovidesastudyofidentityanddiversityinbothalocalandbroadercontext.Movingfromthe heritageoftheirlocalarea,studentsexplorethehistoricalfeaturesanddiversityoftheircommunityasrepresentedin symbolsandemblemsofsignificance,andcelebrationsandcommemorations,bothlocallyandinotherplacesaround theworld. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources, continuityandchange,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions. Thekeyinquiryquestionsatthislevelare:
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Wholivedherefirstandhowdoweknow? Howhasourcommunitychanged?Whatfeatureshavebeenlostandwhatfeatureshavebeenretained? Whatisthenatureofthecontributionmadebydifferentgroupsandindividualsinthecommunity? Howandwhydopeoplechoosetoremembersignificanteventsofthepast?
HistoricalKnowledgeandUnderstanding CommunityandRemembrance TheimportanceofCountryandPlacetoAboriginal and/orTorresStraitIslanderpeopleswhobelongtoa localarea.(Thisisintendedtobealocalareastudy withafocusononeLanguagegrouphowever,if informationorsourcesarenotreadilyavailable, anotherrepresentativeareamaybestudied) (ACHHK060) ONEimportantexampleofchangeandONE importantexampleofcontinuityovertimeinthelocal community,regionorstate/territoryforexample,in relationtotheareasoftransport,work,education, naturalandbuiltenvironments,entertainment,daily life(ACHHK061)
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Elaborations
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identifyingthelanguagegroupsofAboriginalandTorres StraitIslanderpeopleswhobelongtothelocalareaand explainingtherelationshipbetweenlanguage,country, placeandspirituality listeningtoAboriginalorTorresStraitIslanderElders, grandparentsandoldercommunitymemberstellstories associatedwiththelocallanguagegroupsandtheland theybelongto
investigatingadevelopmentinthelocalcommunityfrom thetimeofEuropeansettlementtothepresentday(for examplethroughphotographs,newspapers,oral histories,diariesandletters) comparingphotographsfromboththepastandpresent ofaspecificlocationtoidentifythenatureofchangeor continuity(thatiskeysimilaritiesanddifferences)
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Therolethatpeopleofdiversebackgroundshave playedinthedevelopmentandcharacterofthelocal community(ACHHK062)
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usinglocalsites,museumsandonlinecollections(for thelocalareaorstate/territory)toidentifythecultural groupswithinthelocalcommunityandtheirinfluence overtime(forexampleasreflectedinarchitecture, commercialoutletsandreligiousbuildings)and comparingthedevelopmentofthelocalcommunitywith anothercommunity identifyinganddiscussingthehistoricaloriginsofan importantAustraliancelebrationorcommemoration generatingalistoflocal,stateandnationalsymbolsand emblems(forexampleclubemblems,schoollogos, flags,floralemblems,coatofarms)anddiscussingtheir originsandsignificance examiningthesymbolismofflags(forexamplethe Australian,AboriginalandTorresStraitIslanderflags) andrecognisingspecialoccasionswhentheyareflown (forexampleallthreeflagsareflownduringNAIDOC week,NationalReconciliationWeek,NationalSorryDay andMABOday) recognisingthesignificanceofotherdaysorweeks includingtheAnniversaryoftheNationalApologyto AustraliasIndigenousPeoples(2008) comparingthesignificanceofnationaldaysindifferent countries,lookingatwhytheydevelopedandelements theyhaveincommon viewingontheinternetvideosofcelebrationsof significantdays,suchasIndependenceDayinGreece investigatingtheoriginsandsignificanceofinternational celebrationsorcommemorations(forexamplethe InternationalDayofPeace)andofcelebrationsimportant toparticularculturalgroupsinAustraliaandinother countries
Daysandweekscelebratedorcommemoratedin Australia(includingAustraliaDay,ANZACDay, HarmonyWeek,NationalReconciliationWeek, NAIDOCweekandNationalSorryDay)andthe importanceofsymbolsandemblems.(ACHHK063)
Celebrationsandcommemorationsinotherplaces aroundtheworldforexample,BastilleDayinFrance, IndependenceDayintheUSA,includingthosethat areobservedinAustraliasuchasChineseNew Level,ChristmasDay,Diwali,Easter,Hanukkah,the MoonFestivalandRamadan(ACHHK064)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents(ACHHS065) Elaborations

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developinganannotatedtimelineorothervisual representationofkeystagesofsettlement,which featureslocal,regionalorstateeventsandpeopleof historicalsignificance usinghistoricalterms(suchasimmigration,exploration, development,settlementandnamingdaysof commemorationandemblems)whenspeaking,writing, andillustrating usingacronyms(forexampleNAIDOC,ANZAC)and understandingtheirmeaning
Usehistoricalterms(ACHHS066)
Elaborations
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Posearangeofquestionsaboutthepast (ACHHS067)
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posingappropriatequestionswheninvestigatingthe contributionthatindividualsandgroupshavemadeto thedevelopmentofthelocalcommunity('Who?''What?' 'When?''Where?''Why?') posingappropriatequestionswheninvestigatingthe establishmentofalocalcommunity('Howdidpeople settle?''Whowerethey?''Whydidtheycometothe area?') identifyingsourcestoinvestigatechangeinthe communityinthepast,suchasphotographs,maps,and theremainsofbuildings
Identifysources(ACHHS215)
Analysisanduseofsources Locaterelevantinformationfromsourcesprovided (ACHHS068)
Elaborations
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analysingarangeofsources(forexamplephotographs, maps,oralhistories)tolocateinformationaboutthe people,placesandeventsintheircommunityspresent andpast usinginformationtechnologiestoorganiseinformation andmakeconnections(forexamplecreatingtablesin wordprocessingsoftware,conceptmapping)
Perspectivesandinterpretations Identifydifferentpointsofview(ACHHS069)
Elaborations
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identifyingthemeaningofcelebrationsfromdifferent perspectives(forexampleAustraliaDayforAboriginal andTorresStraitIslanderpeoplescomparedwithAnglo Australians)
Explanationandcommunication Developtexts,particularlynarratives(ACHHS070)
Elaborations
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writingnarrativesaboutthecommunityspastbasedon researchedfacts,charactersandevents composinghistoricaltexts(forexampleabiographyona noteworthyindividualorgroup,areportonasignificant event) creatingandeditingapresentation(forexampleonethat includestext,imagesandsounds)torecordandexplain thepast creatinganoral,written,pictorialordigitalrepresentation toreflectthediversecharacterofthecommunitytoday
Usearangeofcommunicationforms(oral,graphic, written)anddigitaltechnologies(ACHHS071)
BytheendofLevel3,studentsexplainhowcommunitieschangedinthepast.Theydescribetheexperiencesofanindividual orgroup.Theyidentifyeventsandaspectsofthepastthathavesignificanceinthepresent.
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Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,withreferencetokeydates.Theypose questionsaboutthepastandlocateinformationfromsources(written,physical,visual,oral)toanswerthesequestions. Studentsdeveloptexts,includingnarratives,usingtermsdenotingtime.
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Level4
FirstContacts TheLevel4curriculumintroducesworldhistoryandthemovementofpeoples.BeginningwiththehistoryofAboriginal andTorresStraitIslanderpeoples,studentsexamineEuropeanexplorationandcolonisationinAustraliaandthroughout theworlduptotheearly1800s.Studentsexaminetheimpactofexplorationonothersocieties,howthesesocieties interactedwithnewcomers,andhowtheseexperiencescontributedtotheirculturaldiversity. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources, continuityandchange,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Whydidthegreatjourneysofexplorationoccur? WhatwaslifelikeforAboriginaland/orTorresStraitIslanderPeoplesbeforethearrivaloftheEuropeans? WhydidtheEuropeanssettleinAustralia? WhatwasthenatureandconsequenceofcontactbetweenAboriginaland/orTorresStraitIslanderPeoplesandearly traders,explorersandsettlers?
HistoricalKnowledgeandUnderstanding FirstContacts ThediversityandlongevityofAustraliasfirst peoplesandthewaysAboriginaland/or TorresStraitIslanderpeoplesareconnected toCountryandPlace(land,sea,waterways andskies)andtheimplicationsfortheirdaily lives.(ACHHK077)

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Elaborations
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examiningearlyarchaeologicalsites(forexampleNauwalabila, Malakunanja,DevilsLair,LakeMungo,Preminghana)thatshow thelongevityoftheAboriginalpeople mappingthediversityofAboriginalandTorresStraitIslander languagegroupsinAustralia,withparticularemphasisonthe localareaandstate/territory investigatingprecontactwaysoflifeoftheAboriginalpeople and/orTorresStraitIslanderstheirknowledgeoftheir environmentincludinglandmanagementpracticestheirsense oftheinterconnectednessofCountry/Place,People,Cultureand Identityandsomeoftheirprinciples(suchascaringforcountry, caringforeachotherandrespectingallthings) studyingtotemsinthelivesofAboriginaland/orTorresStrait IslanderPeoplesandexaminingthedifferencesbetweentheir totems
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Thejourney(s)ofATLEASTONEworld navigator,explorerortraderuptothelate eighteenthcentury,includingtheircontacts withothersocietiesandanyimpacts. (ACHHK078)
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identifyingkeyindividualsandgroupswhoestablishedcontacts withAfrica,theAmericas,AsiaandOceaniaduringtheageof discoveryexaminingthejourneyofoneormoreofthese explorers(forexampleChristopherColumbus,VascodeGama, FerdinandMagellan)usinginternetmappingtools,and examiningtheirimpactononesociety usingnavigationmapstoreconstructthejourneyofoneormore explorers investigatingnetworksofexchangebetweendifferentgroupsof people discussingreasonsfortheFirstFleetjourney,includingan examinationofthewiderangeofcrimespunishableby transportation,andlookingatthegroupswhoweretransported discussingthetreatmentofprisonersatthattime,andpastand presentviewsonthecolonisationofAustraliainvestigatingthe dailylivesandsocialstandingofthosewhotravelledtoAustralia ontheFirstFleet,includingfamilies,childrenandconvictguards investigatingcontactwithAboriginalandTorresStraitIslander peoplesbefore1788(forexampletherepulsionoftheDutchat CapeKeerweerin1606andthetradebetweentheMacassans andtheYolngupeople) comparingtheEuropeanconceptoflandownershipwiththe AboriginalandTorresStraitIslanderpeoples'relationshipwith thelandandsea,andhowthisaffectedrelationsbetweenthem exploringearlycontacthistorywiththeBritish(forexample PemulwuyortheBlackWar)andtheimpactthatBritish colonisationhadonthelivesofAboriginalpeople (dispossession,dislocationandthelossoflivesthroughconflict, disease,lossoffoodsourcesandmedicines) exploringwhethertheinteractionsbetweenEuropeansand AboriginalandTorresStraitIslanderpeopleshadpositiveor negativeeffects examiningpaintingsandaccounts(byobserverssuchasWatkin TenchandDavidCollins)todeterminetheimpactofearlyBritish colonisationonAboriginalpeoples'country
StoriesoftheFirstFleet,includingreasonsfor thejourney,whotravelledtoAustralia,and theirexperiencesfollowingarrival. (ACHHK079)
ThenatureofcontactbetweenAboriginal peopleand/orTorresStraitIslandersand others,forexample,theMacassansandthe Europeans,andtheeffectsofthese interactionson,forexamplefamiliesandthe environment(ACHHK080)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents (ACHHS081) Elaborations

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placingkeyeventsandpeopleofearlycontacthistoryin chronologicalorderbycreatingtimelinesandexplainingthe sequence usinghistoricaltermswhentalkingaboutthepast(forexample penal,transportation,navigation,frontierconflict, colonisation) identifyingtheoriginsofplacenamesinAustralia(forexample thosenamedbyFrenchexplorers,Aboriginalplacenames)
Usehistoricalterms(ACHHS082)
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Historicalquestionsandresearch Posearangeofquestionsaboutthepast (ACHHS083)
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Elaborations
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generatingquestionsaboutthediversityandantiguityof AboriginalandTorresStraitIslanderpeoples,andthenatureof contactinearlyAustralia(forexample'Who?''What?''When?' 'Where?''Why?'questions) posingquestionsaboutexplorers(forexample'Whowerethey? 'Whereweretheyfrom?''Wheredidtheygo?''Whatdidtheydo?') posingquestionsabouttheFirstFleet(forexample'Whydidthe FirstFleettraveltoAustralia?''Whowasonit?''Whatweretheir stories?''Whatwasthejourneylike?') identifyingsourcestoinvestigatethestoryoftheFirstFleetand itsarrival,suchaspaintings,maps,writtenrecords/accounts
Identifysources(ACHHS216)
Analysisanduseofsources Locaterelevantinformationfromsources provided(ACHHS084)
Elaborations
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findinghistoricalinformationtodeterminethenatureofcolonial settlement,theimpactofsignificanteventsandtheroleof individualsinshapingacolony
Perspectivesandinterpretations Identifydifferentpointsofview(ACHHS085)
Elaborations
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exploringdifferentstoriesaboutcontactexperiencesandearly penallifetodiscoverthethoughtsorfeelingsofthepeopleatthat time(forexampleconvicts,AboriginalandTorresStraitIslander people,convictguards,freesettlers)
Explanationandcommunication Developtexts,particularlynarratives (ACHHS086)
Elaborations
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listingkeyeventsandpeoplesexperiencesandlinkingthem togethertoformanarrativeaboutthepast recountingtheexperiencesofanindividualbasedonresearched facts(forexampleabiography,diaryorjournalofanavigatoror convictontheFirstFleet) creatingcharts,pictorialstories,maps,digitalandoral presentationstoexplainthepast makingapodcastthatfeaturesastoryfromtheFirstFleet
Usearangeofcommunicationforms(oral, graphic,written)anddigitaltechnologies (ACHHS087)
BytheendofLevel4,studentsexplainhowandwhylifechangedinthepast,andidentifyaspectsofthepastthatremained thesame.Theydescribetheexperiencesofanindividualorgroupovertime.Theyrecognisethesignificanceofeventsin bringingaboutchange. Studentssequenceeventsandpeople(theirlifetime)inchronologicalordertoidentifykeydates.Theyposearangeof questionsaboutthepast.Theyidentifysources(written,physical,visual,oral),andlocateinformationtoanswerthese questions.Theyrecognisedifferentpointsofview.Studentsdevelopandpresenttexts,includingnarratives,usinghistorical terms.
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Level5
TheAustralianColonies TheLevel5curriculumprovidesastudyofcolonialAustraliainthe1800s.StudentslookatthefoundingofBritish coloniesandthedevelopmentofacolony.Theylearnaboutwhatlifewaslikefordifferentgroupsofpeopleinthecolonial period.Theyexaminesignificanteventsandpeople,politicalandeconomicdevelopments,socialstructures,and settlementpatterns. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources, continuityandchange,causeandeffect,perspectives,empathyandsignificance. Theseconceptsmaybeinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandto provideafocusforhistoricalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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WhatdoweknowaboutthelivesofpeopleinAustraliascolonialpastandhowdoweknow? HowdidanAustraliancolonydevelopovertimeandwhy? Howdidcolonialsettlementchangetheenvironment? WhatwerethesignificanteventsandwhowerethesignificantpeoplethatshapedAustraliancolonies?
HistoricalKnowledgeandUnderstanding TheAustralianColonies Reasons(economic,politicalandsocial)for theestablishmentofBritishcoloniesin Australiaafter1800.(ACHHK093) Elaborations

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investigatingthereasonsfortheestablishmentofoneormore Britishcoloniessuchasapenalcolony(forexampleMoreton Bay,VanDiemensLand)oracolonythatlaterbecameastate (forexampleWesternAustralia,Victoria)
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Thenatureofconvictorcolonialpresence, includingthefactorsthatinfluencedpatternsof development,aspectsofthedailylifeofthe inhabitants(includingAboriginalPeoplesand TorresStraitIslanderPeoples)andhowthe environmentchanged.(ACHHK094)
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investigatingcoloniallifetodiscoverwhatlifewaslikeatthat timefordifferentinhabitants(forexampleaEuropeanfamilyand anAboriginalorTorresStraitIslanderLanguagegroup,a convictandafreesettler,asugarcanefarmerandan indenturedlabourer)intermsofclothing,diet,leisure,paidand unpaidwork,language,housingandchildrens'lives'. mappinglocal,regionalandstate/territoryruralandurban settlementpatternsinthe1800s,andnotingfactorssuchas geographicalfeatures,climate,waterresources,thediscovery ofgold,transportandaccesstoportfacilitiesthatshapedthese patterns investigatingtheimpactofsettlementontheenvironment(for examplecomparingthepresentandpastlandscapeandthe floraandfaunaofthelocalcommunity) investigatinganeventordevelopmentandexplainingits economic,socialandpoliticalimpactonacolony(forexample theconsequencesoffrontierconflicteventssuchastheMyall CreekMassacre,thePinjarraMassacretheimpactofSouth SeaIslandersonsugarfarmingandthetimberindustrythe impactoftheEurekaStockadeonthedevelopmentof democracy) creatingwhatifscenariosbyconstructingdifferentoutcomes forakeyevent,forexampleWhatifPeterLalorhadencouraged goldminerstopayratherthanresistlicencefees? identifyingthereasonswhypeoplemigratedtoAustraliainthe 1800s(forexampleasconvictsassistedpassengers indenturedlabourerspeopleseekingabetterlifesuchasgold minersandthosedislocatedbyeventssuchastheIndustrial Revolution,theIrishPotatoFamineandtheHighland Clearances) investigatingtheexperiencesandcontributionsofaparticular migrantgroupwithinacolony(forexampleGermansinSouth Australia,JapaneseinBroome,AfghanCameleersinthe NorthernTerritory,ChineseatPalmerRiver,PacificIslandersin theTorresStrait) connecting(whereappropriate)storiesofmigrationtostudents ownfamilyhistories investigatingthecontributionorsignificanceofanindividualor grouptotheshapingofacolonyinthe1800s(forexample groupssuchasexplorersorpastoralistsorindividualssuchas Blaxland,LawsonandWentworth,G.J.Macdonald,Elizabethand JohnMacarthur,CarolineChisholm,SaintMaryMackillop,Peter Lalor,JamesUnaipon) exploringthemotivationsandactionsofanindividualorgroup thatshapedacolony
Theimpactofasignificantdevelopmentor eventonacolonyforexample,frontierconflict, thegoldrushes,theEurekaStockade,internal exploration,theadventofrail,theexpansionof farming,drought.(ACHHK095)
ThereasonspeoplemigratedtoAustraliafrom EuropeandAsia,andtheexperiencesand contributionsofaparticularmigrantgroup withinacolony.(ACHHK096)
Therolethatasignificantindividualorgroup playedinshapingacolonyforexample, explorers,farmers,entrepreneurs,artists, writers,humanitarians,religiousandpolitical leaders,andAboriginaland/orTorresStrait Islanderpeoples.(ACHHK097) HistoricalSkills Chronology,termsandconcepts
Elaborations
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Sequencehistoricalpeopleandevents (ACHHS098)
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compilinganannotatedtimelineshowingkeystagesinthe developmentofcolonialAustraliaincludingthedateof Europeansettlementineachstate,thedatethecolonywas established,thedateofselfgovernment usinghistoricalterms(suchasthegoldera,theEureka Stockade,theMyallCreekMassacre,colony) understandingthekeyconceptsrelatedtothecontentsuchas settlement,expansion,migration,protection,development, rural,urban)
Usehistoricaltermsandconcepts (ACHHS099)
Historicalquestionsandresearch Identifyquestionstoinformanhistoricalinquiry (ACHHS100)
Elaborations
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developingkeyquestionsaboutthelocalcommunityorregion (forexample:Whywastheareasettled?Whatpeoplecameto liveinthearea?Howdidtheymaketheirliving?Howdidmen, women,andchildrenlive?) usinginternetsearchengines,museums,librarycatalogues andindexestofindmaterialrelevanttoaninquiry(forexample primarysourcessuchasstories,songs,diaries,official documents,artworks) understandingtheinternetdomainnamescom,edu,govas indicatorsoftheprovenanceofasource visitingalocalcemeteryandsurveyingthegravestofindclues aboutthepatternsofsettlement,agesandcausesofdeathin thelocalarea
Identifyandlocatearangeofrelevantsources (ACHHS101)
Analysisanduseofsources Locateinformationrelatedtoinquiryquestions inarangeofsources(ACHHS102)
Elaborations
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findingrelevanthistoricalinformationaboutcolonialAustralia fromprimaryandsecondarysources usingproformasanddatasheetstodevelopquestions,and recordinformationandsources/references examiningtwosourcesofevidencetoidentifysimilaritiesand/or differences,anddescribingwhattheyrevealaboutthepast checkingpublicationdatestoputinformationcontainedinatext inhistoricalcontext(forexamplea1965Australianhistorybook mayprovideadifferentperspectivetoonepublishedin2010)
Compareinformationfromarangeofsources (ACHHS103)
Perspectivesandinterpretations Identifypointsofviewinthepastandpresent (ACHHS104)
Elaborations
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identifyingthedifferentmotivesandexperiencesofindividuals andgroupsinthepast(forexamplethereasonspeople migratedtoAustraliaandtheirdiverseexperiences)
Explanationandcommunication
Elaborations
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Developtexts,particularlynarrativesand descriptions,whichincorporatesource materials(ACHHS105)
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usingsourcestodevelopnarratives(forexamplereasonsfor theestablishmentofcolonies,effectsofkeydevelopmentsand eventsoncolonies,theimpactofsignificantgroupsor individualsondevelopment) usingsomeofthelanguagedevicesofnarratives,evocative vocabulary,andliterarysentencestructuresbutusingreal charactersandeventstotelltheirstory creatingvisual,oralorwrittenjournalsreflectingthedailylife experiencesofdifferentinhabitantsofaconvictorcolonial settlement usingICTtocreatepresentationswhicharesuitableforthe targetaudienceandincludetext,imagesand/oraudiovisuals. usingcommunicationtechnologiestoexchangeinformation andtofosteracollaborativeresponse(forexampleawiki)
BytheendofLevel5,studentsidentifythecausesandeffectsofchangeonparticularcommunities,anddescribeaspectsof thepastthatremainedthesame.Theydescribethedifferentexperiencesofpeopleinthepast.Theydescribethe significanceofpeopleandeventsinbringingaboutchange. Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,usingtimelines.Whenresearching,students developquestionstoframeanhistoricalinquiry.Theyidentifyarangeofsourcesandlocateandrecordinformationrelatedto thisinquiry.Theyexaminesourcestoidentifypointsofview.Studentsdevelop,organiseandpresenttheirtexts,particularly narrativesanddescriptions,usinghistoricaltermsandconcepts.
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Level6
Australiaasanation TheLevel6curriculummovesfromcolonialAustraliatothedevelopmentofAustraliaasanation,particularlyafter1900. StudentsexplorethefactorsthatledtoFederationandexperiencesofdemocracyandcitizenshipovertime.Students understandthesignificanceofAustraliasBritishheritage,theWestminstersystem,andothermodelsthatinfluencedthe developmentofAustraliassystemofgovernment.StudentslearnaboutthewayoflifeofpeoplewhomigratedtoAustralia andtheircontributionstoAustraliaseconomicandsocialdevelopment. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources, continuityandchange,causeandeffect,perspectives,empathyandsignificance. Theseconceptsmaybeinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandto provideafocusforhistoricalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareas andinwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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WhyandhowdidAustraliabecomeanation? HowdidAustraliansocietychangethroughoutthetwentiethcentury? WhowerethepeoplewhocametoAustralia?Whydidtheycome? WhatcontributionhavesignificantindividualsandgroupsmadetothedevelopmentofAustraliansociety?
HistoricalKnowledgeandUnderstanding AustraliaasaNation KeyfiguresandeventsthatledtoAustralias Federation,includingBritishandAmerican influencesonAustraliassystemoflawand government.(ACHHK113)

l
Elaborations
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studyingAustraliaspathtoFederationthroughanexaminationof keypeople(forexampleHenryParkes,EdmundBarton,George Reid,JohnQuick)andevents(forexampletheTenterfield Oration,theCorowaConference,thereferendumsheldinthe coloniesfrom1898to1900) comparingthemodelofAustralianfederalismwiththeoriginal modeloftheUnitedStatesofAmericatoidentifytheUSinfluence onAustraliassystemofgovernment identifyingkeyelementsofAustraliassystemoflawand governmentandtheirorigins(forexampletheMagnaCarta federalismconstitutionalmonarchytheWestminstersystem andtheseparationofpowerslegislature,executive,judiciary thehousesofparliamenthowlawsaremade)
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ExperiencesofAustraliandemocracyand citizenship,includingthestatusandrightsof Aboriginalpeopleand/orTorresStrait Islanders,migrants,women,andchildren. (ACHHK114)
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thelackofcitizenshiprightsforAboriginalPeoplesandTorres StraitIslanderPeoplesinAustralia,illustratedbytheirearly classificationasfloraandfauna,controlsonmovementand residence,theforcibleremovalofchildrenfromtheirfamilies leadingtotheStolenGenerations,andpoorpayandworking conditions describingthesignificanceofthe1962righttovotefederallyand the1967referendum investigatingthestoriesofindividualsorgroupswhoadvocated orfoughtforrightsintwentiethcenturyAustralia(forexampleJack PattenortheAboriginesProgressiveAssociation) investigatingtheexperiencesofdemocracyandcitizenshipof women(forexamplethesuffragettemovement,thebaron marriedwomenworking,equalpay,theSexDiscriminationAct 1984) investigatingtheexperiencesofdemocracyandcitizenshipof migrantgroups(forexampleinternmentcampsduringWorldWar IIassimilationpolicies,antidiscriminationlegislation, mandatorydetention,payandworkingconditions) investigatingtheexperiencesofdemocracyandcitizenshipof childrenwhowereplacedinorphanages,homesandother institutions(forexamplethenatureoftheirfoodandshelter, educationandcontactswithfamily) comparingpushandpullfactorsthathavecontributedtopeople migratingtoAustralia(forexampleeconomicmigrantsand politicalrefugees) exploringindividualnarrativesusingprimarysources(for exampleletters,documentsandhistoricalobjects)interviewing andrecordinganoralhistorydramatisingthejourneyand circumstancesofarrivalbasedonthesources describingculturalpracticesrelatedtofamilylife,beliefsand customsofnewlyarrivedmigrantgroupsandcomparingthese withthoseofthecommunitiesinwhichtheysettledwithin Australia connectingstoriesofmigrationtostudentsownfamilyhistories (whereappropriate)
Storiesofgroupsofpeoplewhomigratedto Australia(includingfromONEAsiancountry) andthereasonstheymigrated,suchas WorldWarIIandAustralianmigration programssincethewar.(ACHHK115)
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Thecontributionofindividualsandgroups, includingAboriginalpeopleand/orTorres StraitIslandersandmigrants,tothe developmentofAustraliansociety,for exampleinareassuchastheeconomy, education,science,thearts,sport. (ACHHK116)
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examiningpopulationdatathatshowtheplacesofbirthof Australiaspeopleatoneormorepointsoftimeinthepastand today,andusingdigitaltechnologiestoprocessandrecordthis data investigatingtheroleofspecificculturalgroupsinAustralias economicandsocialdevelopment(forexamplethecattle industry,theSnowyMountainsScheme,thepearlingindustry) consideringnotableindividualsinAustralianpubliclifeacrossa rangeoffields(forexamplethearts,science,sport,education), includingAboriginalandTorresStraitIslanderpeople,arangeof culturalandsocialgroups,andwomenandmendrawnfromthe AustralianLivingTreasureslistorfromtheAustralianDictionary ofBiography)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents. (ACHHS117)

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Elaborations
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placingkeyevents,ideas,movementsandpeopleofthe twentiethcenturyinchronologicalsequence usingtimelinestodescribepasteventsandchanges identifyinganddevelopingatimelineofworldunrestthat contributedtomigrationinthe1900s(forexampletheWorld Wars,theVietnamWar,thewarintheformerYugoslavia,the TiananmenSquaremassacre,thewarinSudan) usinghistoricaltermsandconceptsrelatedtothecontentsuch asdemocracy,federation,empire,immigration,heritage, diversity,enfranchisement,suffrage
Historicalquestionsandresearch Identifyquestionstoinformanhistorical inquiry(ACHHS119)
Elaborations
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developingkeyquestionsaboutthebirthofAustraliandemocracy andtheexperiencesofcitizenshipforwomen,migrantsand AboriginalandTorresStraitIslanderpeople developingkeyquestionsaboutimmigrationsuchas:Whatwere themainreasonspeoplemigratedtoAustralia?Whomigrated? Wheredidtheycomefrom?Whatimpacthavetheyhadonthe characterofAustraliansociety? usinginternetsearchengines,museums,librarycataloguesand indexestofindmaterialrelevanttoaninquiry identifyingcommunityorfamilymemberswhomigratedto Australiaandconductinganinterviewtolearnabouttheir experiencesunderstandingthatdifferentquestionselicitdifferent kindsofanswers(forexamplethedifferencebetweenaclosed andopenquestionDidyoulikeAustraliawhenyoufirst arrived?comparedwithHowdidyoufeelaboutAustraliawhen youfirstarrived?) retrievingcensusdatatoconstructargumentsforandagainst migration
Identifyandlocatearangeofrelevant sources(ACHHS120)
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Analysisanduseofsources Locateinformationrelatedtoinquiry questionsinarangeofsources. (ACHHS121)
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Elaborations
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findingrelevanthistoricalinformationinprimaryandsecondary sources(forexamplerelatedtotherightsandstatusofwomen aswellasAboriginalandTorresStraitIslanderpeoplesandthe experiencesofmigrants) usingproformasanddatasheetstodevelopquestionsand recordinformationandsourcesaboutthemovementofpeopleto Australiainthetwentiethcenturyandtheincreasingcultural diversityofpresentdayAustralia examiningarangeofsourcesofevidencetoidentifysimilarities and/ordifferencesanddescribingwhattheyrevealaboutthepast (forexamplecomparinginformationinsourcestodetermine viewsontheeffectsofmigrationonthedevelopmentofAustralian society) checkingpublicationdatestoputinhistoricalcontextthe informationcontainedinthetext(forexamplecomparinga1965 Australianhistorybookanda2010refugeewebsitetoidentify differentperspectives)
Compareinformationfromarangeof sources.(ACHHS122)
Perspectivesandinterpretations Identifypointsofviewinthepastandpresent (ACHHS123)
Elaborations
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analysingthelanguageusedinsourcestoidentifyvaluesand attitudes(forexamplenewAustralians,boatpeople) analysingsourcestoidentifypersuasivetechniquessuchas modality(forexamplewould,could,may,might)andtheuse ofthepassivevoicetocoveralackofsources(forexampleitis claimedthatratherthantheactivevoiceTimFlanneryclaims that...)
Explanationandcommunication Developtexts,particularlynarrativesand descriptions,whichincorporatesource materials(ACHHS124)
Elaborations
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developingnarrativesbasedoninformationidentifiedfroma rangeofsources(usingsomeofthelanguagedevicesof narratives,evocativevocabulary,andliterarysentencestructures butusingrealcharactersandeventstotelltheirstory) combiningliteraryandinformationallanguage(forexample StandingonacoldwindypierinKythera,Dimitriwavedgoodbye tohiscryingmother.)evocativelanguageandcomplexnarrative structuresandfactualvocabularyandsimpleandcompound sentencestructures(forexampleItwas1956andGreecewas recoveringfromalongcivilwar.) composinghistoricaltexts(forexampleinformationreports, expositorytexts,persuasivetexts,recounts,biographies) developingcharts,graphs,tables,digitalpresentations,written andoralpresentationstoexplainthepastusingICTs. creatingadigitalstory,usingtext,imagesandaudio/visual material,torecordmigrantexperiences
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BytheendofLevel6,studentsidentifychangeandcontinuityanddescribethecausesandeffectsofchangeonsociety.They comparethedifferentexperiencesofpeopleinthepast.Theyexplainthesignificanceofanindividualandgroup. Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,andrepresenttimebycreatingtimelines.When researching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyidentifyarangeofsourcesandlocateand compareinformationtoanswerinquiryquestions.Theyexaminesourcestoidentifyanddescribepointsofview.Students developtexts,particularlynarrativesanddescriptions.Indevelopingthesetextsandorganisingandpresentingtheir information,theyusehistoricaltermsandconceptsandincorporaterelevantsources.
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Level7
TheAncientWorld TheLevel7curriculumprovidesastudyofhistoryfromthetimeoftheearliesthumancommunitiestotheendofthe ancientperiod,approximately60000BC(BCE)c.650AD(CE).Itwasaperioddefinedbythedevelopmentofcultural practicesandorganisedsocieties.Thestudyoftheancientworldincludesthediscoveries(theremainsofthepastand whatweknow)andthemysteries(whatwedonotknow)aboutthisperiodofhistory,inarangeofsocietiesincluding Australia,Egypt,Greece,Rome,ChinaandIndia. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence, continuityandchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmay beinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecific localcontexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Howdoweknowabouttheancientpast? Whyandwheredidtheearliestsocietiesdevelop? Whatemergedasthedefiningcharacteristicsofancientsocieties? Whathavebeenthelegaciesofancientsocieties?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistobetaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtin depth.Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies importantfeaturesoftheperiod,approximately60000BC(BCE)c.650AD(CE),aspartofanexpansivechronology thathelpsstudentsunderstandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroader contextfortheteachingofdepthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram. Thismeansthatoverviewcontentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethe linkstoandbetweenthedepthstudiesandtoconsolidateunderstandingthroughareviewoftheperiod. Overviewcontentfortheancientworld(Egypt,Mesopotamia,Persia,Greece,Rome,India,ChinaandtheMaya) includesthefollowing: thetheorythatpeoplemovedoutofAfricaaround60000BC(BCE)andmigratedtootherpartsoftheworld,including Australia.
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usingamaptodescribethepatternofmovementofhumansoutofAfricaandacrossothercontinentsovertime, andlookingatthetypesofevidenceofthesemovements(forexamplestonetools,humanremainsandcave paintings)
theevidencefortheemergenceandestablishmentofancientsocieties(includingart,iconography,writingtoolsand pottery)
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l
exploringanearlyexampleofart(forexamplethe17000BCEgreatbullpaintingsfromtheLascauxCavein France)anddiscussingwhytheymayhavebeenpainted discussingtheevolvingnatureoftheevidenceinthisperiod,whichshowsincreasinglysophisticatedformsof technology(forexamplethetransitionfrommakingtoolsoutofstone,boneandwoodtometalworking) identifyingsourcesofevidencefortheemergenceoforganisedstates(forexampletheCuneiformscriptphonetic writingoftheSumeriansc.3500BCEtheancientlawcodeofHammurabiclaytabletsfromancientBabylon c.1790BCEartefactsfoundinthetombsatUrSumerc.2500BCE,whichindicatethepresenceofeitherroyalty orpriestessespotteryshardsandfragmentsdiscoveredinPalestinemadeofmudfromtheRiverNileinEgypt asevidenceoftrade
keyfeaturesofancientsocieties(farming,trade,socialclasses,religion,ruleoflaw) exploringwhytheshiftfromhuntingandforagingtocultivation(andthedomesticationofanimals)ledtothe developmentofpermanentsettlements identifyingthemajorcivilisationsoftheancientworld(namelyEgypt,Mesopotamia,Persia,Greece,Rome,India, ChinaandtheMaya)whereandwhentheyexisted,andtheevidenceforcontactbetweenthem locatingthemajorcivilisationsoftheancientworldonaworldmapandusingatimelinetoidentifythelongevityof eachancientcivilisation identifyingthemajorreligions/philosophiesthatemergedbytheendoftheperiod(Hinduism,Judaism, Buddhism,Confucianism,Christianity,Islam),andtheirkeybeliefs(throughgroupwork)
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocus onaparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.A depthstudyelectivewillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepth studyelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand learningprogram,depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudy electives. 1Investigatingtheancientpast Elaborations
Studentsbuildonandconsolidatetheirunderstandingofhistoricalinquiryfrompreviouslevelsindepth,usinga rangeofsourcesforthestudyoftheancientpast. Investigatingtheancientpast Howhistoriansandarchaeologistsinvestigate history,includingexcavationandarchival research(ACDSEH001) Therangeofsourcesthatcanbeusedinan historicalinvestigation,including archaeologicalandwrittensources (ACDSEH029)
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identifyingdifferentapproachestohistoricalinvestigationsuch astheuseofexcavationandstratigraphy,oralhistoryanduse ofdataderivedfromradiocarbondating listingarangeofsources(botharchaeologicalandwritten) requiredinanhistoricalinvestigationtodeveloparesponseto thequestion(s)beingasked
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Themethodsandsourcesusedtoinvestigate atleastONEhistoricalcontroversyormystery thathaschallengedhistoriansor archaeologists,suchasintheanalysisof unidentifiedhumanremains(ACDSEH030)
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evaluatingvariousmethodsforinvestigatingtheancientpast, forexamplestratigraphytodatediscoveriesDNAtestingto identifypastindividualsfromtheirremains(suchasEgyptian mummies)aswellascommondiseases usingacrosssectionaldrawingoftheearthssurfacefroman archaeologicalexcavationtoidentifytheevidencelocatedat variouslayers(stratigraphy)andwhatitrevealsaboutchange overtime(forexampleacharcoallayercontaininghuman remainsandweaponsmayindicatethecaptureand destructionofanancientsettlementsuchasTroy) investigatingthediscoveryofMungoWomanin1969andthe useofradiocarbondatingtodrawconclusionsaboutthe longevityofhumanoccupationatLakeMungo generatingarangeofquestionstoinvestigateasource(for exampleashellmiddeninancientAustraliawhereitwas found,howlongitwasusedfor,whatitrevealsabout technologyandtheuseofenvironmentalresources) investigatingworldheritagecriteriaforthelistingofsignificant ancientsites,usinganexampleofanancientsitesuchas Pompeii explainingtheUNESCOledrescuemissiontosavethe templesofAbuSimbel
ThenatureofthesourcesforancientAustralia andwhattheyrevealaboutAustraliaspastin theancientperiod,suchastheuseof resources(ACDSEH031)
Theimportanceofconservingtheremainsof theancientpast,includingtheheritageof AboriginalandTorresStraitIslanderPeoples. (ACDSEH148) 2TheMediterraneanworld
Elaborations
StudentsinvestigateONEoftheseMediterraneansocietiesindepth:EgyptorGreeceorRome. Egypt ThephysicalfeaturesofancientEgypt(suchas theRiverNile)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH002) RolesofkeygroupsinancientEgyptiansociety (suchasthenobility,bureaucracy,women, slaves),includingtheinfluenceoflawand religion(ACDSEH032)

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describingtheimportanceoftheRiverNiletoEgyptiansociety (forexampleinundationandfarming,theworshipofHapi(god oftheNile),andtheuseoftheNileasameansof transportation)
creatingagraphicrepresentationofthesocialstructureof Egyptiansociety outliningtherightsofwomen(forexampleintheareasof marriage,familylife,workandeducation)andtheir responsibilities(thatis,generallylimitedtothehomeand family) investigatingsignificantbeliefsassociatedwithdeathand funerarycustoms(forexamplebeliefinanafterlife)and practices(forexampleburialintombsandtechniquesof mummification) generatingalternativeexplanationsforthebuildingofthe pyramidsatGiza
Thesignificantbeliefs,valuesandpracticesof theancientEgyptians,withaparticular emphasisonONEofthefollowingareas: everydaylife,warfare,ordeathandfunerary customs(ACDSEH033)
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Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchas theconquestofotherlands,theexpansionof trade,andpeacetreaties(ACDSEH034) Theroleofasignificantindividualinancient EgyptianhistorysuchasHatshepsutor RamesesII(ACDSEH129) OR Greece ThephysicalfeaturesofancientGreece(such asitsmountainouslandscape)andhowthey influencedthecivilisationthatdevelopedthere (ACDSEH003) RolesofkeygroupsinAthenianand/orSpartan society(suchascitizens,women,slaves), includingtheinfluenceoflawandreligion (ACDSEH035)
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explainingthenatureofcontactwithothersocieties(for exampletradewithCyprus,CreteandGreece)andconflict(for exampletheBattleofKadeshintheNewKingdomthat concludedwithRamesesIIspeacetreatywiththeHittites)
examiningthehistoricalcontext,earlylifeandachievementsof asignificanthistoricalfigurefromancientEgypt,andhowthey wereperceivedbytheircontemporaries
describingtheimpactoftheseaandmountainrangesof AncientGreeceonthedevelopmentofselfgoverningcitystates
examiningevidenceofthesocialstructureofAthenianor Spartansociety(forexampletherolesofcitizens,women, slavesinAtheniansocietyandtherolesofSpartiates,Perioikoi andHelotsinSpartansociety) outliningtherightsofcitizensinancientAthens(forexamplethe righttovote),theirresponsibilities(forexamplemilitaryservice, attendingassemblymeetings)andtheinventionoffreedom investigatingthesignificantbeliefs,valuesandpracticesofthe ancientGreeks(forexampletheOlympicGamesortheDelphic Oracle) investigatingsignificantbeliefsandvaluesassociatedwith warfare(forexampleheroicidealsasrevealedintheIliad)and militarypractices(forexamplearmyorganisation,thehoplite phalanxandnavalwarfare) explainingthenatureofcontactwithothersocieties(for examplethecommoditiesthatformedthetradewithEgypt, GreekcolonisationoftheMediterranean),andconflict(for examplethePersianWarsandtheBattleofSalamis,the empireofAlexandertheGreatandthereachofGreekculture) examiningthehistoricalcontext,earlylifeandachievementsof asignificanthistoricalfigurefromancientGreece,andhowthey wereperceivedbytheircontemporaries
Thesignificantbeliefs,valuesandpracticesof theancientGreeks,withaparticularemphasis onONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms (ACDSEH036)
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchas theexpansionoftrade,colonisationandwar (suchasthePeloponnesianandPersianwars) (ACDSEH037) Theroleofasignificantindividualinancient GreekhistorysuchasLeonidasorPericles (ACDSEH130) OR Rome
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ThephysicalfeaturesofancientRome(such astheRiverTiber)andhowtheyinfluencedthe civilisationthatdevelopedthere.(ACDSEH004) RolesofkeygroupsinancientRomansociety (suchaspatricians,plebeians,women, slaves),includingtheinfluenceoflawand religion.(ACDSEH038)
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describingthemethodsusedbytheRomanstomanage resources(forexamplethewatersupplythroughaqueducts andplumbingsystems)
examiningtheevidenceofthesocialstructureofRoman society(forexampletherolesofpatricians,plebeians,women andslavesinthecityofRome)andtheideaofRepublican virtueanditshistoricalresonance describingthesignificanceofslaveryintheperiodofthe RomanEmpire(forexampletheacquisitionofslavesthrough warfare,theuseofslavesasgladiatorsandagricultural labourers,andtheriseoffreedmen) investigatingsignificantbeliefsassociatedwithdailylife(for exampletheevidenceofhouseholdreligion)andpractices(for exampletheuseofpublicamenitiessuchasbaths,andthe formsofentertainmentintheatresandamphitheatres)
Thesignificantbeliefs,valuesandpracticesof theancientRomans,withaparticular emphasisonONEofthefollowingareas: everydaylife,warfare,ordeathandfunerary customs.(ACDSEH039) Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchas theexpansionoftrade,theriseoftheRoman empire(includingitsmaterialremains),andthe spreadofreligiousbeliefs(ACDSEH040)
describingthefurthestextentoftheRomanEmpireandthe influenceofforeigncultsonRomanreligiousbeliefsand practices(forexamplethePantheonofGods(Greece),Isis (Egypt)andMithras(Persia) readingaccountsofcontactsbetweenRomeandAsian societiesintheancientperiod(forexamplethevisitofChinese andIndianenvoystoRomeinthetimeofAugustus,as describedbytheRomanhistorianFlorus) examiningthehistoricalcontext,earlylifeandachievementsof asignificanthistoricalfigurefromancientRome,andhowthey wereperceivedbytheircontemporaries
Theroleofasignificantindividualinancient RomeshistorysuchasJuliusCaesaror Augustus(ACDSEH131) 3TheAsianworld
Elaborations
StudentsinvestigateONEoftheseAsiansocietiesindepth:ChinaorIndia India ThephysicalfeaturesofIndia(suchasfertile riverplains)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH006)

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describinghowharmoniousrelationshipswiththenatural worldwerereflectedinIndianbeliefsystems(forexample Hinduism,BuddhismandJainism) creatingagraphicrepresentationoftheextentofIndiaasa politicalunitatthistime,includingforexampleitsdiverse climaticandgeographicalfeatures,typesandlocationoffood production,areasofhighandlowdensitypopulation
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RolesofkeygroupsinIndiansocietyinthis period(suchaskings,emperors,priests, merchants,peasants),includingtheinfluence oflawandreligion.(ACDSEH044) Thesignificantbeliefs,valuesandpracticesof Indiansociety,withaparticularemphasison ONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms (ACDSEH045)
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creatingagraphicrepresentationofthesocialstructureof Indiansociety explainingthesocialstructureofIndia,includingtheroleof Brahminspriests,teachersKshatriyaskings,warriors Vaishyasmerchants,artisansShudraslabourers, peasants investigatingthesignificantbeliefs,valuesandpracticesof Indiansocietyassociatedwithforexample,ritesofpassagefor boysandmenritesofpassageforgirlsandwomenmarriage rites(forexample,theroleofthefamily,religiousceremonies). investigatingthesignificantbeliefs,valuesandpracticesof Indiansocietyassociatedwithdeathandfunerarycustoms(for examplecremation,theuseofprofessionalmourners,the constructionofstupas) examiningtheextentofIndiancontactwithothersocietiessuch asthePersiansunderCyrus,theMacedoniansunder AlexandertheextensivetradewiththeRomansandChinese thematerialremainsoftheMauryanEmpiresuchasthePillars ofAshokaandtheBarabarCavesthespreadofHinduismand Buddhism
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchas theexpansionoftrade,theriseoftheMauryan Empire(includingitsmaterialremains),and thespreadofphilosophiesandbeliefs (ACDSEH046) TheroleofasignificantindividualinIndian historysuchasChandraguptaMauryaor Ashoka(ACDSEH133) OR China ThephysicalfeaturesofChina(suchasthe YellowRiver)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH005) RolesofkeygroupsinChinesesocietyinthis period(suchaskings,emperors,scholars, craftsmen,women),includingtheinfluenceof lawandreligion.(ACDSEH041) Thesignificantbeliefs,valuesandpracticesof Chinesesociety,withaparticularemphasison ONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms (ACDSEH042)
examiningthehistoricalcontext,earlylifeandachievementsof asignificanthistoricalfigurefromIndiainthisperiod,andhow theywereperceivedbytheircontemporaries
describingthesignificanceoftheYellowRivertoirrigationand theimpactoffeaturessuchastheHimalayasoncontactswith othersocieties,includingtrade
creatingagraphicrepresentationofthesocialstructureof Chinesesociety outliningtherightsandresponsibilitiesofwomen(forexample intheareasofmarriage,familylife,workandeducation)
investigatingthesignificantbeliefs,valuesandpracticesof Chinesesocietyassociatedwithdailylife(forexampleirrigation andthepracticeofagriculture,theteachingsofConfucius,the evidenceofdailylifefromtheHantombs)
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Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchas theexpansionoftrade,theriseofImperial China(includingitsmaterialremains),andthe spreadofphilosophiesandbeliefs (ACDSEH043) Theroleofasignificantindividualinancient ChinesehistorysuchasConfuciusorQinShi Huang(ACDSEH132) HistoricalSkills Chronology,termsandconcepts Sequencehistoricalevents,developments andperiods(ACHHS205) Usehistoricaltermsandconcepts (ACHHS206)
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explainingtheriseofimperialChina(forexampletheuseof chariotwarfareandtheadoptionofmassinfantryarmies,the buildingofthefirstphaseoftheGreatWallofChina,military strategiesascodifiedinSunTzusTheArtofWar)
examiningthehistoricalcontext,earlylifeandachievementsof asignificanthistoricalfigurefromChinainthisperiod,andhow theywereperceivedbytheircontemporaries
Elaborations
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identifyingtheapproximatebeginningandenddatesofancient societiesandtheperiodsoftimewhentheycoexisted definingandusingtermssuchasBC(BeforeChrist),AD(Anno Domini),BCE(BeforeCommonEra),andCE(CommonEra)prehistory (beforetheperiodoftextualrecording)andhistory(theperiodbeginning withnamedindividualsandtextualrecording) definingandusingconceptssuchasslavery,divineright,source(where ahistorianfindsinformation)andevidence(theinformationthatisused bythehistorian)
Historicalquestionsandresearch Identifyarangeofquestionsaboutthe pasttoinformanhistoricalinquiry (ACHHS207)
Elaborations
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posingakeyquestionsuchas:HowwerethepyramidsatGizabuilt? andunderstandingthattheremaynotbeadefinitiveansweridentifying relatedquestionstoinformtheinquiryincluding:Whatevidenceis there?Whattheorieshavebeendeveloped? posingquestionsofsourcessuchas:Wheredoesitcomefrom?How doweknow?Whatinformationdoesitprovide?Whatothersources mightbeneeded? identifyingstepsintheresearchprocess(forexampleidentifying informationneeded,locatingthatinformation,recordingrelevant informationfromsources) compilingalistofdifferentsources(forexamplepapyrusscrolls,coins, statues,humanremains) usingwebsearchtechniquestorefineasearchforinformation/images relatedtoahistoricsite(forexampleuseofplacenames,datesand searchwordssuchasphotogallery) identifyinginformationwithinasourcethatcanbeusedasevidenceto supportaninterpretation
Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS208)
Analysisanduseofsources
Elaborations
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Identifytheoriginandpurposeofprimary andsecondarysources(ACHHS209)
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discussingthedifficultiesinidentifyingtheoriginandpurposeofsome sources(forexampletheKimberleyBradshawpaintings) respondingtoquestionsaboutphotographs,artefacts,stories, buildingsandothersourcestoexplainthepastsuchas:Who wrote/producedthis?When?Why?Whatdoesitshowaboutthe past? differentiatingbetweenprimarysources(thosefromthetimeofthe event/person/sitebeinginvestigated)andsecondarysources(those thatrepresentlaterinterpretations) creatingcategories(thatis,concepts)withwhichtoorganise informationobtainedfromsources identifyingarangeofarchaeologicalsources(forexamplethephysical remainsoftheColosseum,gladiatorialequipmentsuchashelmets, mosaicsshowinggladiatorialcombat,writtenaccountsofwhat happenedintheColosseum) recognisingthat,whileevidencemaybelimitedforaparticulargroupof people,suchevidencecanprovideusefulinsightsintothepower structuresofasociety distinguishingbetweenafact(forexamplesomegladiatorswore helmets)andanopinion(forexampleallgladiatorswerebrave) usingstrategiestodetectwhetherastatementisfactoropinion, includingwordchoicesthatmayindicateanopinionisbeingoffered(for exampletheuseofconditionals'might','could',andotherwordssuch as'believe','think','suggests')
Locate,compare,selectanduse informationfromarangeofsourcesas evidence(ACHHS210)
Drawconclusionsabouttheusefulnessof sources(ACHHS211)
Perspectivesandinterpretations Identifyanddescribepointsofview, attitudesandvaluesinprimaryand secondarysources(ACHHS212)
Elaborations
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identifyingthepossiblemeaningofimagesandsymbolsinprimary sources identifyingtheperspectiveinahistoricalsource,suchasthesayingof Confuciusthat,womenandunderlingsareespeciallydifficulttohandle anddiscussingthevaluesandattitudesofthesocietythatproducedit
Explanationandcommunication Developtexts,particularlydescriptionsand explanationsthatuseevidencefroma rangeofsourcesthatareacknowledged (ACHHS213) Usearangeofcommunicationforms (oral,graphic,written)anddigital technologies(ACHHS214)
Elaborations
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outliningthesignificanceofapastevent,providingreasonsfortheevent andreferringtorelevantevidence describingthesocialstructureoftheancientsociety,usingevidence fromsourcessuchasartworkandwrittenaccounts
creatinganaudiovisualpresentation,usingICT,torecreateandshow thespecificfeaturesofanancientbattle,temple,pyramidcomplexor burialsite
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BytheendofLevel7,studentssuggestreasonsforchangeandcontinuityovertime.Theydescribetheeffectsofchangeon societies,individualsandgroups.Theydescribeeventsanddevelopmentsfromtheperspectiveofdifferentpeoplewholived atthetime.Studentsexplaintheroleofgroupsandthesignificanceofparticularindividualsinsociety.Theyidentifypast eventsanddevelopmentsthathavebeeninterpretedindifferentways. Studentssequenceeventsanddevelopmentswithinachronologicalframework,usingdatingconventionstorepresentand measuretime.Whenresearching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyidentifyandselectarange ofsourcesandlocate,compareanduseinformationtoanswerinquiryquestions.Theyexaminesourcestoexplainpointsof view.Wheninterpretingsources,theyidentifytheiroriginandpurpose.Studentsdeveloptexts,particularlydescriptionsand explanations.Indevelopingthesetextsandorganisingandpresentingtheirfindings,theyusehistoricaltermsandconcepts, incorporaterelevantsources,andacknowledgetheirsourcesofinformation.
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Level8
TheAncienttotheModernWorld TheLevel8curriculumprovidesstudyofhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod, c.650AD(CE)1750.Thiswaswhenmajorcivilisationsaroundtheworldcameintocontactwitheachother.Social, economic,religious,andpoliticalbeliefswereoftenchallengedandsignificantlychanged.Itwastheperiodwhenthe modernworldbegantotakeshape. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence, continuityandchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmay beinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecific localcontexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Howdidsocietieschangefromtheendoftheancientperiodtothebeginningofthemodernage? Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties? Whatwerethecausesandeffectsofcontactbetweensocietiesinthisperiod? Whichsignificantpeople,groupsandideasfromthisperiodhaveinfluencedtheworldtoday?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth. Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies importantfeaturesoftheperiod,c.650AD(CE)1750,aspartofanexpansivechronologythathelpsstudents understandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingof depthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverview contentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthe depthstudiesandtoconsolidateunderstandingthroughareviewoftheperiod. Overviewcontentfortheancienttomodernworld(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols, YuanandMingdynasties,Aztec,Inca)includesthefollowing: thetransformationoftheRomanworldandthespreadofChristianityandIslam
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recognisinghowrelationsbetweentheIslamicandWesternworldswerecharacterisedbybothpeaceful coexistence(trade)andconflictduringthisperiod(theCrusades) discussingBritainaftertheendoftheRomanoccupationtheAngloSaxonkingdomsOldEnglishandthe foundationsofmodernEnglishBeowulfandarchaeologyAngloSaxoninstitutionsandtherootsofmedieval parliament
keyfeaturesofthemedievalworld(feudalism,traderoutes,voyagesofdiscovery,contactandconflict)
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describingbeliefsabouttheworldandthevoyagesofdiscovery(EuropeanandAsian),thenatureofthevoyages andtheredrawingofthemapoftheworld locatingthemajortradingroutes(includingtheMediterraneantheSilkRoadthesearoutebetweenChina,India andtheeastcoastofAfricaandtheColumbianExchange)onamapandidentifyingthenatureofthe trade/contact(forexamplealongtheSilkRoadslaves,spices,silk,glassware,spreadofknowledgeand diseases) identifyingthemajorcivilisationsoftheperiod(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols, YuanandMingdynasties,Aztec,Inca)whereandwhentheyexistedandtheirextent(forexampletheVikings throughEurope,theMongolsacrossEurasia,andSpainintheAmericas) explainingthesignificanceoflandownershipinthepracticeoffeudalismandthenatureoffeudalisminEurope (forexampleknights)andJapan(forexamplesamurai)
theemergenceofideasabouttheworldandtheplaceofpeopleinitbytheendoftheperiod(suchasthe Renaissance,theScientificRevolutionandtheEnlightenment). discussingtheextentofknowledgeabouttheworldasindicatedthroughchangingworldmaps(forexamplethe DaMingHunYiTuworldmap(1389CE)andtheNovaTotiusTerrarumOrbisbyHendrikHondius(1630)
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptofourelectivesthatfocus onaparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.A depthstudywillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepthstudy electiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand learningprogram,depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudy electives. 1TheWesternandIslamicWorld Elaborations
StudentsinvestigateONEofthesesocieties/empiresfromtheWesternorIslamicworldindepth:theVikingsor MedievalEuropeortheOttomanEmpireorRenaissanceItaly. TheOttomanEmpire(c.1299c.1683) ThewayoflifeintheOttomanEmpire(social, cultural,economicandpoliticalfeatures)andthe rolesandrelationshipsofdifferentgroupsinsociety (ACDSEH009) Significantdevelopmentsand/orcultural achievementsthatreflectthepowerandinfluenceof theOttomanEmpire,suchasthefallof Constantinoplein1453AD(CE),artand architecture.(ACDSEH053) Relationshipswithsubjectpeoples,includingthe policyofreligioustolerance(ACDSEH054)
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describingthewayoflifeofpeopleintheOttomanEmpire (forexampletheroleofthecoffeehouseandbazaaror marketplace,thepowerandresponsibilityoftheSultanto ensurethatjusticewasservedwithinsociety) describingOttomanartandarchitecture(forexamplethe SelimiyeMosqueinthecityofEdirneinTurkey,andIslamic geometricdesign)
outliningthemilletsystemthatregardednonMuslim peopleassubjects,butasnotbeingsubjecttoMuslimlaw explainingthetoleranceoftheOttomanstowards ChristiansandJews
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TheroleofsignificantindividualssuchasSelimIor SuleimantheMagnificentinmaintainingthe strengthandinfluenceoftheOttomanEmpire (ACDSEH055) OR RenaissanceItaly(c.1400c.1600) ThewayoflifeinRenaissanceItaly(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH010) Significantdevelopmentsand/orcultural achievementsthatreflecttheconcentrationof wealthandpowerinthecitystates,suchasartand learning(ACDSEH056)
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investigatingtheachievementsofindividuals(forexample SelimIinestablishingtheempireandcapturing JerusalemorSuleimantheMagnificentinexpandingthe empiretoBelgradeinEurope)
describingthewayoflifeofpeopleinRenaissanceItaly(for exampletheroleofmenintendingthefieldsormerchant shops,theinfluenceofgovernmentinparticularcitystates, forexampleNaplesamonarchy,Florencearepublic) describingtheworkofLeonardoDaVinciforexamplehis artworks(theMonaLisaandTheLastSupper)and inventions(arudimentaryhelicopterandsolarpower)the workofMichelangelo(forexampletheSistineChapel paintings,David,Pieta)thethinkingofCopernicus(for exampleastronomyseeingthesunasthecentreofthe universe)andtheinventionoftheprintingpress investigatinglearningintheRenaissanceperiod(for examplehumanism,astrology,alchemy,theinfluenceof ancientGreeceandRome) explainingtheinfluenceoftheMedicifamilyinFlorenceas bankersandmerchants,andtheirpatronageofthearts
RelationshipsbetweenrulersandruledinONE ItaliancitystatesuchasFlorenceorNaples (ACDSEH057) Theroleandachievementsofsignificantindividuals suchasLucreziaBorgia,Galileo,Leonardoda Vinci,NiccoloMachiavelli(ACDSEH058) ThespreadofRenaissanceculturetotherestof Europe,anditslegacy(ACDSEH059) OR TheVikings(c.790c.1066) ThewayoflifeinVikingsociety(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH007)
investigatingtheachievementsofGalileo(forexample improvementsinthetelescopeandhisastronomical observations) outliningthespreadofRenaissanceculturetoEngland(for exampletheriseofliteraturethroughShakespeare)
locatingVikinglandsinScandinavia(Denmark,Norway andSweden) describingthewayoflifeoftheVikings(forexampleliving inacoldandharshenvironmenttheimportanceoffarming andraidsthesignificanceofhonourinVikingwarrior society)
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Significantdevelopmentsand/orcultural achievementsthatledtoVikingexpansion, includingweaponsandshipbuilding,andtheextent oftheirtrade(ACDSEH047)
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describingVikingcraftwithparticularemphasisonthe productionofweapons(forexampleswords,battleaxes andhelmets) outliningthekeyroleofgodssuchasOdin,Thor,Freyand FreyjainVikingreligionandtheadoptionofChristianity duringtheVikingperiod investigatingtheconstructionoflongboatsandtheirrolein exploration,includinginnovationsinkeelandsaildesign. describingevidenceofVikingtradebetweenRussia(Kiev) andtheeast(throughConstantinople) explainingtheattacksonmonasteries,forexample Lindisfarne(793CE)andIona(795CE)andreviewingthe writtenaccountsbymonksthatcontributedtotheVikings' reputationforpillageandviolence thesurvivalofaheroicIronAgesocietyinEarlyMedieval Ireland,asdescribedinthevernacularepics,andits transformationbythespreadofChristianitytheinfluenceof theVikingstheAngloNormanconquest investigatingtheremainsofVikingsettlements(for exampleDublin(Ireland)andJorvik(York) outliningEriktheRedsdevelopmentofVikingsettlements inEasternandWesternGreenlandin985CE comparingtheartefactsdiscoveredatLAnseaux MeadowsinNewfoundland(Canada)withVikingartefacts aspossibleevidencethattheVikingshaddiscovered America500levelsbeforeChristopherColumbus
Vikingconquestsandrelationshipswithsubject peoples,includingtheperspectivesofmonks, changesinthewayoflifeoftheEnglish,andthe Normaninvasion(ACDSEH048)
Theroleofasignificantindividualintheexpansion ofVikingsettlementandinfluence,suchasErikthe RedorLeifEricson(ACDSEH049)
OR MedievalEurope(c.590c.1500) ThewayoflifeinMedievalEurope(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH008)

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describingthestructureoffeudalsociety(forexamplethe roleandresponsibilitiesoftheking,nobles,church, knightsandpeasants)
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Significantdevelopmentsand/orcultural achievements,suchaschangingrelationsbetween IslamandtheWest(includingtheCrusades), architecture,medievalmanuscriptsandmusic (ACDSEH050)
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describingthefeaturesofcastlesandchurchesofthe period(forexampleWarwickCastleinEnglandandNotre DameCathedralinParis)asexamplesoftheChurchs powerintermsofitscontrolofwealthandlabour outlininginventionsanddevelopmentsintheIslamicworld (forexampletheastrolabe,publichospitalsandlibraries andtheirsubsequentadoptionintheWesternworld) recognisingthatthemedievalmanuscriptsofmonastic scribescontributedtothesurvivalofmanyancientGreek andRomanliterarytexts examiningthereligiousnatureofilluminatedmanuscripts andhowtheyweretheproductofacomplexandfrequently costlyprocess listeningtotheGregorianchantsofWesternChristianity andexploringhowtheyreflectthenatureandpowerofthe Churchinthisperiod investigatingdifferenttypesofcrimeandpunishment(for exampletrialbycombatasaprivilegegrantedtothe nobilitybeinghung,drawnandquarteredasapunishment forheinouscrimessuchastreason,andtheuseofthe duckingstoolasapunishmentforwomen)andinwhat waysthenatureofcrimeandpunishmentstayedthesame, orchangedovertime explainingwhyCharlemagnewasasignificantfigurein MedievalEurope,suchashisexpansionoftheFrankish kingdomandhissupportoftheChurch
ContinuityandchangeinsocietyinONEofthe followingareas:crimeandpunishmentmilitaryand defencesystemstowns,citiesandcommerce (ACDSEH051)
ThedominanceoftheCatholicChurchandtherole ofsignificantindividualssuchasCharlemagne (ACDSEH052) 2TheAsiaPacificWorld
Elaborations
StudentsinvestigateONEoftheseAsiaPacificsocietiesindepth:theAngkor/KhmerEmpireorShogunateJapanor thePolynesianexpansionacrossthePacific.N.B.Whereappropriate,thisdepthstudymayincludesomereference beyondtheendoftheperiodc.1750. Angkor/KhmerEmpire(c.802c.1431) ThewayoflifeintheKhmerEmpire,including, social,cultural,economicandpoliticalfeatures (includingtheroleoftheking).(ACDSEH011) ThereasonsforAngkorsrisetoprominence, includingwealthfromtradeandagriculture (ACDSEH060)
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describingthewayoflifeintheKhmerEmpirethrough stonecarvingsandthewritingsoftheChinese AmbassadorZhouDaguan(forexampleinrelationto fishing,tradinginmarkets,templeconstruction)
explaininghowbeingreveredasthegodkingordeva rajaenabledtheKhmerkingstoruleovertheempirewith absoluteauthority,therebyenhancingtheirabilityto mobilisemanpowertodefendtheempireaswellasto invadeneighbours
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TheculturalachievementsoftheKhmercivilisation, includingitssystemofwatermanagementandthe buildingofthetemplesofAngkor(ACDSEH061) TheoriesofthedeclineofAngkor,suchasthe overuseofwaterresources,neglectofpublicworks asaresultofongoingwar,andtheeffectsof climatechange(ACDSEH062) OR JapanundertheShoguns(c.7941867) ThewayoflifeinshogunateJapan,including social,cultural,economicandpoliticalfeatures (includingthefeudalsystemandtheincreasing poweroftheshogun)(ACDSEH012) TheroleoftheTokugawaShogunateinreimposing afeudalsystem(basedondaimyoandsamurai) andtheincreasingcontroloftheShogunover foreigntrade.(ACDSEH063) TheuseofenvironmentalresourcesinShogunate Japanandtheforestryandlandusepoliciesofthe TokugawaShogunate(ACDSEH064)
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describingthemainfeaturesofthewatermanagement systematAngkor(forexampletheextensiveuseof reservoirsandcanals)
outliningtheoriesaboutthedeclineoftheKhmer civilisation(forexamplethedevelopmentofanunstable climatesuchasdroughtandmonsoons,theriseof TheravadaBuddhismthearrivaloftheBlackDeathandthe breakdownofAngkorswatermanagementsystem)
describingthewayoflifeinfeudalJapanunderthe shoguns(forexamplebushidothechivalriccodeof conductofthesamuraithatemphasisedfrugality,loyalty, masteryofmartialarts,andhonour)
describingtherelationshipbetweentheemperor,shogun, daimyo(lords)samurai(warriors),workers(forexample farmers,artisansandtraders) explainingreasonsforJapansclosuretoforeignersunder theTokugawaShogunateandtheimpactofUS CommodorePerrysvisitin1853 investigatingthedemandforavailablelandandthe patternsoflanduseintheperiod outliningtheattemptsbytheTokugawaShogunatetocurb deforestation(forexampleimposingheavyregulationson farmersmanagingtheharvestingoftreesandusingnew, lighterandmoreefficientconstructiontechniques) describinginternalpressuresinshogunateJapan(for exampletheriseofacommercialclassattheexpenseof thesamurai,peasantuprisingssuchasOsaka1837,and famine) describingtheincreasingexposuretoWesterntechnology andideas(forexampletheestablishmentofanavalschool withDutchinstructors,thetranslationofWesternbooks) evaluatingthesignificanceoftheMeijiRestorationof1868 CEthatrestoredimperialruletoJapan
TheoriesaboutthedeclineoftheShogunate, includingmodernisationandwesternisation, throughtheadoptionofWesternarmsand technology(ACDSEH065)
OR ThePolynesianexpansionacrossthePacific(c.7001756)
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TheoriesabouttheoriginandspreadofPolynesian settlersthroughoutthePacific(ACDSEH013)
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locatingPolynesiaonamap,tracingtheexpansionof PolynesiansettlersthroughoutthePacific,andconsidering howtheymadetheirjourneys outliningdifferenttheoriesabouttheexpansion(for examplewest/eastandeast/westmovement,the expansionasaccidentalversusintentional) describingthewayoflifeofEasterIslandsociety(Rapa Nui)forexamplefishingbythemen,linksbetweenthe householdandtheextendedclanthroughtheexchangeof goods,wives,andlabourtheuseofstonetools investigatingtheconstructionofthemoai(giantstatues)on EasterIsland(RapaNui),thetechniquesusedtomake andtransportthem,andtheoriesabouttheirmeaning(for examplerepresentationsofdeadancestorsorchiefs) researchingtheextinctionofthemoainNewZealandasa resultofhuntingandhabitatdecline explainingthesignificanceofRahuiasawayofprohibiting thecollectionofresources,toensuretheirsustainability evaluatingtheevidencefortheoriesaboutthedeforestation ofEasterIsland(RapaNui)
ThewayoflifeinONEPolynesiansociety,including social,cultural,economicandpoliticalfeatures, suchastheroleofthearikiinMaoriandinRapa Nuisociety(EasterIsland)(ACDSEH066) TheculturalachievementsofONEPolynesian society,suchastheTamokoandhangiinMaori societyORthemoaiconstructedonEasterIsland (ACDSEH067) ThewayPolynesiansocietiesusedenvironmental resources(sustainablyandunsustainably), includingtheextinctionofthemoainNewZealand, theuseofreligious/supernaturalthreatsto conserveresources,andtheexploitationofEaster Islandspalmtrees(ACDSEH068) 3Expandingcontacts
Elaborations
StudentsinvestigateONEofthefollowinghistoricaldevelopmentsindepthtoexploretheinteractionofsocietiesin thisperiod:theMongolexpansionortheBlackDeathinAfrica,AsiaandEuropeortheSpanishconquestoftheAztecs andIncas. MongolExpansion(c.1206c.1368) ThenomadiclifestyleoftheMongolsandtheriseof Temujin(GenghisKhan)(ACDSEH014) TheorganisationoftheMongolarmyunder GenghisKhanandthetreatmentofconquered peoples,suchasthecodificationoflawsand exemptionofteachers,lawyersandartistsfrom taxes(ACDSEH077) TheextentoftheMongolexpansionasoneofthe largestlandempiresinhistory,includinglifein Chinabefore,duringandaftertheMongolconquest (ACDSEH078)
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describingthenomadicnatureofMongollifeandtheriseof Temujin(GenghisKhan)whounitedallMongoltribesin 1206CE outliningGenghisKhansuseofdecimalorganisationin hisarmyandhispoliciesforgoverninghisempire(for examplecodifyinglaws,banningthekillingofanimalsin thebreedingseason,supportingreligiousfreedom,and expandingtrade)
mappingtheexpansionoftheMongolempireacrossAsia andEurope describingthewayoflifeinMongoliaanditsincorporation intoChineselife(forexampleagriculturedomestication ofanimalssuchashorses,camelsandcattlefooddried meatandyoghurtandhousingyurts)
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TheconsequencesoftheMongolexpansion, includingcontributionstoEuropeanknowledgeand traderoutes(ACDSEH079) OR TheBlackDeathinAsia,EuropeandAfrica(14thcenturyplague) Livingconditionsandreligiousbeliefsinthe14th century,includinglifeexpectancy,medical knowledgeandbeliefsaboutthepowerofGod (ACDSEH015)
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explainingtheroleoftheMongolsinforgingconnections betweenEuropeandAsiathroughconquest,settlement andtrade(forexampletheuseofpapermoneyand coinagethegrowingnumberofEuropeanmerchants travellingtoChina)
investigatinglivingconditionsinLondoninthefourteenth century(forexamplethelackofsanitation,crowded housing)theextentofmedicalknowledge(forexample basedonHippocratestheory)andbeliefsaboutthepower ofGod(forexamplethatdiseaseswereapunishmentof God) mappingthespreadoftheBlackDeath(Asia,Africa, Europe)inthefourteenthcenturyCE
TheroleofexpandingtradebetweenEuropeand AsiaintheBlackDeath,includingtheoriginand spreadofthedisease(ACDSEH069) ThecausesandsymptomsoftheBlackDeathand theresponsesofdifferentgroupsinsocietytothe spreadofthedisease,suchastheflagellantsand monasteries(ACDSEH070) TheeffectsoftheBlackDeathonAsian,European andAfricanpopulations,andconflictingtheories abouttheimpactoftheplague(ACDSEH071) OtherimmediateandlongtermeffectsoftheBlack Death,includinglabourshortages,peasant uprisings,theweakeningoffeudalstructures,and increasedsocialmobility(ACDSEH072) OR
explainingreactionstotheBlackDeath,forexamplethe emergenceofflagellants(thosewhowouldwhip themselvestobefreeofsin)andthepersecutionofJewish people
usingstudiesofchurchrecordsfromtheperiodtoidentify theeffectoftheBlackDeathonhumanpopulationsandto considerthereliabilityofthesestatistics
categorisingtheeffectsoftheBlackDeath,aseithershort termorlongtermanddrawingconclusionsaboutthe severityoftheBlackDeath
TheSpanishConquestoftheAmericas(c.1492c.1572) PreColumbianlifeintheAmericas,includingsocial organisation,citylifeandbeliefs.(ACDSEH016)

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describingthesocialorganisationoftheAztecs(for examplenobility,slaves)theirbeliefs(forexampleworship ofanumberofgodsandtheneedtomakehuman sacrificestoappeasethesegods)lifeinthecapitalcity Tenochtitlan
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When,howandwhytheSpanisharrivedinthe Americas,andwheretheywent,includingthe varioussocietiesandgeographicalfeaturesthey encountered(ACDSEH073)
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explainingthearrivalofSpanishconquistadoresinMexico andPerufrom1510CE(Balboa)to1531(Pizarro),and theirreasons(forexampleseekingwealth,claimingland fortheirking,convertingthelocalpopulationsto Christianity,senseofadventure) describingencountersbetweenHernanCortesandthe Aztecs,aswellasthesiegeofTenochtitlan
ThenatureoftheinteractionbetweentheSpanish andtheindigenouspopulations,withaparticular focusoneithertheAztecsORIncas(ACDSEH074) TheimpactoftheconquestontheAztecsORIncas aswellasonthewiderworld,suchasthe introductionofnewdiseases,horsesand gunpowderintheAmericas,andnewfoodsand increasedwealthinEurope(ACDSEH075) Thelongertermeffectsofcolonisation,including slavery,populationchangesandlackofcontrolover resources(ACDSEH076) HistoricalSkills Chronology,termsandconcepts Sequencehistoricalevents,developments andperiods(ACHHS148)
outliningtheimpactofSpanishconquestontheAmericas (forexamplethespreadofdiseaseduetothelackof immunitytheintroductionofcropssuchasmaize,beans, potatoes,tobaccoandchocolatefromtheAmericasto Europe) explainingthelongertermeffectsofconquestand colonisationontheindigenouspopulationsofthe Americas(forexampletheunequaldistributionoflandand wealth,andpoliticalinequality)
Elaborations
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placinghistoricaleventsinsequenceinordertoidentifybroader patternsofcontinuityandchange(forexamplethePolynesian expansionacrossthePacificthestabilityoftheAngkor/KhmerEmpire overmanycenturies) understandingthedifferentmeaningsofparticulartermsand conceptswhenviewedintheirhistoricalcontext,suchasfeudalismin medievalEuropeandJapan
Usehistoricaltermsandconcepts (ACHHS149) Historicalquestionsandresearch Identifyarangeofquestionsaboutthepast toinformanhistoricalinquiry
Elaborations
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experimentingwithdifferentwords/phrases/historicalconcepts,when draftingaquestion,todeveloparesearchfocus posingakeyquestionsuchas:WhydidEasterisland(RapaNui) societydecline?andidentifyingrelatedquestionstoinformtheinquiry (forexampleWhatevidenceisthere?Whattheorieshavebeen developed?) compilingalistofdifferentsourcesneededinaninquiryandtheir possiblelocations
(ACHHS150)
Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS151) Analysisanduseofsources
Elaborations
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Identifytheoriginandpurposeofprimary andsecondarysources(ACHHS152)
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explaininghowclueswithinasourcecanbeusedtoidentifywhereit wasmadeorwhoitwasmadeby(forexampletheplacewhereitwas found,thematerialsused,theconditionoftheobject,decorative features) creatingcategoriestoorganisetheinformationobtainedfromsources designingatabletolistsourcesandtheaspectsofthepastabout whichtheyprovideinformation(forexamplesocialstructure,economy, governance) recognisingthat,whileevidencemaybelimitedforaparticulargroup ofpeople,suchevidencecanprovideusefulinsightsintothepower structuresofasociety distinguishingbetweenfact(forexampleTheMoaiwereconstructed onEasterIsland(RapaNui))andopinionorinterpretation(for example.TheMoaionEasterIsland(RapaNui)arerepresentations ofgods')
Locate,compare,selectanduse informationfromarangeofsourcesas evidence(ACHHS153)
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Drawconclusionsabouttheusefulnessof sources(ACHHS154)
Perspectivesandinterpretations Identifyanddescribepointsofview, attitudesandvaluesinprimaryand secondarysources(ACHHS155) Explanationandcommunication Developtexts,particularlydescriptionsand explanationsthatuseevidencefromarange ofsourcesthatareacknowledged (ACHHS156) Usearangeofcommunicationforms(oral, graphic,written)anddigitaltechnologies (ACHHS157)
Elaborations
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describingthevaluesandattitudesrevealedbyasource(suchasan individualaccount)andusingadditionalsourcestoshowhowtheyare broadlyrepresentativeofthevaluesandattitudesofthesociety
Elaborations
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usingscaffoldsillustratingthestructuralandlanguagefeaturesof particulartexttypes(forexampledescriptionsandexplanations)in ordertocreateatextthatcommunicatesspecificfindingsaboutthe past creatinganoralpresentation,supportedbyaudiovisualmaterial,to recountthelifeofTemujin(GenghisKhan)andtoexplainhis contributiontotheMongolworld
BytheendofLevel8,studentsrecogniseandexplainpatternsofchangeandcontinuityovertime.Theyexplainthecauses andeffectsofeventsanddevelopments.Theyidentifythemotivesandactionsofpeopleatthetime.Studentsexplainthe significanceofindividualsandgroupsandhowtheywereinfluencedbythebeliefsandvaluesoftheirsociety.Theydescribe differentinterpretationsofthepast. Studentssequenceeventsanddevelopmentswithinachronologicalframeworkwithreferencetoperiodsoftime.When researching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyanalyse,selectandorganiseinformationfrom primaryandsecondarysourcesanduseitasevidencetoanswerinquiryquestions.Studentsidentifyandexplaindifferent pointsofviewinsources.Wheninterpretingsources,theyidentifytheiroriginandpurpose,anddistinguishbetweenfactand opinion.Studentsdeveloptexts,particularlydescriptionsandexplanations,incorporatinganalysis.Indevelopingthesetexts, andorganisingandpresentingtheirfindings,theyusehistoricaltermsandconcepts,evidenceidentifiedinsources,and acknowledgetheirsourcesofinformation.
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Level9
TheMakingoftheModernWorld TheLevel9curriculumprovidesastudyofthehistoryofthemakingofthemodernworldfrom1750to1918.Itwasa periodofindustrialisationandrapidchangeinthewayspeoplelived,workedandthought.Itwasaneraofnationalism andimperialism,andthecolonisationofAustraliawaspartoftheexpansionofEuropeanpower.Theperiodculminated inWorldWarI19141918,thewartoendallwars. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence, continuityandchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmay beinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecific localcontexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Whatwerethechangingfeaturesofthemovementsofpeoplefrom1750to1918? Howdidnewideasandtechnologicaldevelopmentscontributetochangeinthisperiod? Whatwastheorigin,development,significanceandlongtermimpactofimperialisminthisperiod? WhatwasthesignificanceofWorldWarI?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth. Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies importantfeaturesoftheperiod(17501918)aspartofanexpansivechronologythathelpsstudentsunderstand broadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingofdepthstudy contentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverviewcontentcan beusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthedepthstudies, andtoconsolidateunderstandingthroughareviewoftheperiod. Overviewcontentforthemakingofthemodernworldincludesthefollowing: thenatureandsignificanceoftheIndustrialRevolutionandhowitaffectedlivingandworkingconditions,including withinAustralia
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comparingtheusefulnessofartworksdepictinglifeintheperiodwiththefirstphotographs investigatingthechangingnatureofthesourcesthatprovidearecordoflifeinthisperiod,suchaspaintings, travellersjournalsandthedevelopmentofphotographyandfilmby1918
thenatureandextentofthemovementofpeoplesintheperiod(slaves,convictsandsettlers)
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identifyingthenumberofslavestransportedandthenations/placesinvolved(forexamplePortugal,Britain, France,Spain,NorthAmerica)
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theextentofEuropeanimperialexpansionanddifferentresponses,includingintheAsianregion outliningthetechnologiesofmassproductionthatcontributedtotheIndustrialRevolutionandthechangesin Australianlifethatoccurredasaresultofthesetechnologies recognisinghowAsiansocietiesrespondedtoEuropeanimperialism,theextenttowhichtheywerechangedand theinfluencetheyexercisedontherestoftheworld identifyingAsiansocietiesthatwerecolonisedbytheEuropeans(suchasIndonesiabytheDutch),andthose thatremainedindependent.
theemergenceandnatureofsignificanteconomic,socialandpoliticalideasintheperiod,includingnationalism
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outliningthefeaturesthatreflecttheemergenceofabeliefinsocialandpoliticalequality,includingtherightto vote,egalitarianismanduniversaleducationinAustralia recognisinghoweventssuchastheFrenchRevolutionandAmericanindependencecontributedtoideasof equality theroleofClassicalmodelsandtheoriesontheinventionofdemocraticvalues
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocus onaparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.A depthstudywillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepthstudy electiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand learningprogram,depthstudycontentcanbeintegratedwithoverviewcontentand/orwithotherdepthstudyelectives. 1MakingaBetterWorld? Elaborations
StudentsinvestigatehowlifechangedintheperiodindepththroughthestudyofONEofthesemajordevelopments: theIndustrialRevolutionorMovementofpeoplesorProgressiveideasandmovements.Thestudyincludesthe causesandeffectsofthedevelopment,andtheAustralianexperience. TheIndustrialRevolution(17501914) ThetechnologicalinnovationsthatledtotheIndustrial Revolution,andotherconditionsthatinfluencedthe industrialisationofBritain(theagriculturalrevolution, accesstorawmaterials,wealthymiddleclass,cheap labour,transportsystem,andexpandingempire)and ofAustralia(ACDSEH017)
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mappingtheBritishEmpirec.1800CEandtheraw materialsitobtainedfromcolonies(forexamplesugar fromJamaica,woolfromAustralia,andcottonfrom India) explainingchangesintechnology(forexamplesteam drivenspinningmills,railwaysandsteamships)which ledtofactoriesandcities identifyingthespreadofinnovationssuchassteam powerironandsteelproductiontransportand chemicalsinEurope,USAandJapan describingthegrowthofcitiesasmen,womenand childrenmovedtothecitiestofindemployment investigatingchangestothecitiesandlandscapein EuropeancountriesandAustraliaastheIndustrial Revolutioncontinuedtodevelop,usingphotos(for examplethosethatweretakenastheEiffeltowerwas beingconstructedusingiron)
Thepopulationmovementsandchangingsettlement patternsduringthisperiod(ACDSEH080)
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Theexperiencesofmen,womenandchildrenduring theIndustrialRevolution,andtheirchangingwayoflife (ACDSEH081)
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describingtheimpactofsteam,gasandelectricityon peopleswayoflifeduringtheIndustrialRevolution investigatingthechangesinworkingconditions(for examplelongerworkinghoursforlowpayandtheuse ofchildrenasacheapsourceoflabour) describingtheimpactoffactories,minesandcitieson theenvironment,andonpopulationgrowthand distribution outliningthegrowthoftradeunionsasaresponseto theimpactsoftheIndustrialRevolution
TheshortandlongtermimpactsoftheIndustrial Revolution,includingglobalchangesinlandscapes, transportandcommunication(ACDSEH082)
OR Progressiveideasandmovements(17501918) Theemergenceandnatureofkeyideasintheperiod, withaparticularfocusonONEofthefollowing: capitalism,socialism,egalitarianism,nationalism, imperialism,Darwinism,Chartism(ACDSEH019) ThereasonswhyONEkeyideaemergedand/or developedafollowing,suchastheinfluenceofthe IndustrialRevolutiononsocialism(ACDSEH086) Theroleofanindividualorgroupinthepromotionof ONEofthesekeyideas,andtheresponsestoitfrom, forexample,workers,entrepreneurs,landowners, religiousgroups(ACDSEH087) TheshortandlongtermimpactsofONEofthese ideasonAustraliaandtheworld(ACDSEH088) OR Movementofpeoples(17501901) TheinfluenceoftheIndustrialRevolutiononthe movementofpeoplesthroughouttheworld,including thetransatlanticslavetradeandconvicttransportation (ACDSEH018) Theexperiencesofslaves,convictsandfreesettlers upondeparture,theirjourneyabroad,andtheir reactionsonarrival,includingtheAustralian experience(ACDSEH083)
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explainingwhyanideaemergedandthebasisofthat idea(forexampleegalitarianismbeingjudgedon meritratherthanbybirthorpastdeeds)
investigatingthesupportforChartismamongthepoorer classesasaresponsetodeterioratinglivingand workingconditions explaininghowreligiousgroupsrespondedtotheideas inCharlesDarwins1859bookOntheOriginofSpecies
discussingtheriseofnationalistsentimentinAustralia inthemidtolatenineteenthcentury
mappingthemovementofpeoplesinthetransatlantic slavetradeorinconvicttransportationtoAustralia explainingtheroleoftheIndustrialRevolutionin creatingagrowingneedforlabourandtransportation investigatingsourcesthatrecordthereactionsofnew arrivalstoothercountriesinthisperiod(forexample responsestothenaturalenvironmentandclimate)
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Changesinthewayoflifeofagroup(s)ofpeoplewho movedtoAustraliainthisperiod,suchasfreesettlers onthefrontierinAustralia(ACDSEH084)
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investigatingtheexperiencesofaspecificgroupof arrivalstoAustralia(forexampleconvictsinSydney, Hobart,BrisbaneorfreesettlersinMelbourne, Adelaide,PerthorDarwin) describingtheimpactofthisgroupontheAboriginal andTorresStraitIslanderpeoplesoftheregion evaluatingtheeffectsofthemovementofpeoplesonthe indigenousandimmigrantpopulations
Theshortandlongtermimpactsofthemovementof peoplesduringthisperiod(ACDSEH085) 2AustraliaandAsia
Elaborations
StudentsinvestigatethehistoryofAustraliaORanAsiansocietyintheperiod17501918indepth. Asiaandtheworld Thekeyfeatures(social,cultural,economic,political) ofONEAsiansociety(suchasChina,Japan,India, DutchEastIndies,India)atthestartoftheperiod (ACDSEH093) ChangeandcontinuityintheAsiansocietyduringthis period,includinganyeffectsofcontact(intendedand unintended)withEuropeanpower(s)(ACDSEH094) ThepositionoftheAsiansocietyinrelationtoother nationsintheworldaroundtheturnofthetwentieth century(thatis1900),includingtheinfluenceofkey ideassuchasnationalism(ACDSEH142) ThesignificanceofONEkeyeventthatinvolvedthe AsiansocietyandEuropeanpower(s),including differentperspectivesoftheeventatthetime (ACDSEH141) Makinganation
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identifyingtheterritorialextentofQingChina,therole andinfluenceoftheEmperor,andthenatureof literature,artandarchitectureatthetime
describingtheBritishRajandtheformsofBritish influenceinIndia(forexamplethebuildingofroads,an extensiverailwaynetwork,schoolsandChristian missions)
investigatingtheconfrontationbetweenJapanand Westernpowers(forexampletheRussoJapanesewar) andtheemergenceofJapanasamajorworldpower
describingtheactivitiesofChristianmissionariesin ChinaandtheoutcomesoftheBoxerRebellion
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Theextensionofsettlement,includingtheeffectsof contact(intendedandunintended)betweenEuropean settlersinAustraliaandAboriginalandTorresStrait Islanderpeoples(ACDSEH020)
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explainingtheeffectsofcontact(forexamplethe massacresofAboriginalandTorresStraitIslander peopletheirkillingofsheepthespreadofEuropean diseases)andcategorisingtheseeffectsaseither intendedorunintended investigatingtheforcibleremovalofchildrenfrom AboriginalandTorresStraitIslanderfamiliesinthelate nineteenthcentury/earlytwentiethcentury(leadingtothe StolenGenerations),suchasthemotivationsforthe removalofchildren,thepracticesandlawsthatwerein place,andexperiencesofseparation. outliningthemigrationofChinesetothegoldfieldsin Australiainthenineteenthcenturyandattitudestowards theChineseasrevealedincartoons(forexamplethe MongolianOctopus)
TheexperiencesofnonEuropeansinAustraliapriorto the1900s(suchastheJapanese,Chinese,South SeaIslanders,Afghans)(ACDSEH089) LivingandworkingconditionsinAustraliaaroundthe turnofthetwentiethcentury(thatis1900) (ACDSEH090)
identifyingthemainfeaturesofhousing,sanitation, transport,educationandindustrythatinfluencedliving andworkingconditionsinAustralia describingtheimpactofthegoldrushes(hinterland)on thedevelopmentofMarvellousMelbourne explainingthefactorsthatcontributedtofederationand thedevelopmentofdemocracyinAustralia,including defenceconcerns,the1890sdepression,nationalist ideals,egalitarianism,theWestminstersystem investigatinghowthemajorsociallegislationofthenew FederalGovernmentaffectedlivingandworking conditionsinAustralia,forexampleinvalidandoldage pensionsandthematernityallowancescheme
KeyeventsandideasinthedevelopmentofAustralian selfgovernmentanddemocracy,includingwomen's votingrights(ACDSEH091)
Legislation19011914,includingtheHarvester Judgment,pensions,andtheImmigrationRestriction Act(ACDSEH092)
3WorldWarI
Elaborations
StudentsinvestigatekeyaspectsofWorldWarIandtheAustralianexperienceofthewar,includingthenatureand significanceofthewarinworldandAustralianhistory. WorldWarI(19141918) AnoverviewofthecausesofWorldWarIandthe reasonswhymenenlistedtofightinthewar (ACDSEH021)

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investigatingtheriseofnationalistsentimentaswellas thevaluesandattitudestowardswarintheperiod1750 1918(forexampleidealisticnotionsofwarsenseof adventure)
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TheplaceswhereAustraliansfoughtandthenatureof warfareduringWorldWarI,includingtheGallipoli campaign(ACDSEH095)
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identifyingtheplaceswhereAustraliansfought, includingFromelles,theSomme,Gallipoli,Sinaiand Palestine usingsourcestoinvestigatethefightingatGallipoli,the difficultiesoftrenchwarfare,andtheuseoftanks, aeroplanesandchemicalweapons(gas) exploringtheexperiencesofAboriginalandTorresStrait Islanderpeoplesduringthewar graphingtheproportionofAustralianservicemenwho diedduringWorldWarI,comparedtothatofother countriesinvolvedinthewar investigatingexamplesofthewarsimpacton Australiaseconomyandsociety(forexamplethe developmentofthesteelindustryinNewcastleandthe implementationoftheWarPrecautionsAct) identifyingthegroupswhoopposedconscription(for exampletradeunionists,IrishCatholics)andthe groundsfortheirobjections studyingthefirstandsecondreferendaonconscription, includingthedivisionwithintheLaborPartyoverthis issue explainingthetreatmentofpeopleofGermandescent duringthewar(forexampletheirclassificationas enemyaliensandplacementininternmentcamps,as wellastheirdepictioningovernmentpropaganda) investigatingtheidealsassociatedwiththeAnzac traditionandhowandwhyWorldWarIis commemoratedwithinAustraliansociety
TheimpactofWorldWarI,withaparticularemphasis onAustralia(suchastheuseofpropagandato influencethecivilianpopulation,thechangingroleof women,theconscriptiondebate)(ACDSEH096)
ThecommemorationofWorldWarI,includingdebates aboutthenatureandsignificanceoftheAnzaclegend (ACDSEH097) HistoricalSkills Chronology,termsandconcepts Usechronologicalsequencingto demonstratetherelationshipbetween eventsanddevelopmentsindifferent periodsandplaces(ACHHS164)

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Elaborations
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representingtherelationshipbetweeneventsindifferenttimesand placesusinginteractivetimelines placingkeyeventsinsequence(forexampletheBoerWar,18991902 WorldWarI,19141918),andidentifyingpartsoftheworldthatwere involvedin,oraffectedby,thoseevents discussingthecontestabilityofparticularhistoricaltermssuchas 'settlement','invasion'and'colonisation'inthecontextofAustralias history definingandusingconceptssuchasimperialism,nationalism, evolution,evidence
Elaborations
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Identifyandselectdifferentkindsof questionsaboutthepasttoinformhistorical inquiry(ACHHS166)
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developingquestionsaboutaspectsofthepastthatrequirehistorical argument assembling,aspartoftheplanningprocess,arangeofsourcesthat wouldbeusefulforresearchingthecausesofWorldWarI developinganinquiryquestionsuchas:Whatweretheeffectsofthe IndustrialRevolution?andrefiningitasfurtherfactorsareintroduced intotheresearchprocess locatinghistoricalsourcesfromarchives,museumsandonline collections
Evaluateandenhancethesequestions (ACHHS167)
Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS168) Analysisanduseofsources Identifytheorigin,purposeandcontextof primaryandsecondarysources (ACHHS169) Processandsynthesiseinformationfroma rangeofsourcesforuseasevidenceinan historicalargument(ACHHS170)
Elaborations
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explainingthecontextualsignificanceofasource,suchasFrank HurleysWorldWarIphotos,andidentifyingthepurposeofHurleys creationofcompositephotos graphinghistoricaldatatoidentifypasttrendsandtodrawconclusions abouttheirsignificance(forexampletheproportionofAustralian servicemenwhoreturnedfromWorldWarI,andthelostgenerations inthelevelsafterthewar) understandingthatthereliabilityandusefulnessofasourcedepends onthequestionsaskedofit(forexampleanaccountmaybeone sided,howeveritmaystillbeusefulinrevealingpastprevailing attitudes)
Evaluatethereliabilityandusefulnessof primaryandsecondarysources (ACHHS171)
Perspectivesandinterpretations Identifyandanalysetheperspectivesof peoplefromthepast(ACHHS172)
Elaborations
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investigatingtheroleofhumanagencyinhistoricaleventsand developments analysingtheaccountsofpoetssuchasWilliamBlake(darkSatanic mills)andnovelistssuchasCharlesDickens(OliverTwist,Bleak House)assourcesofinformationonlivingconditionsinEngland duringtheIndustrialRevolution recognisingthathistoricalinterpretationsmaybeprovisional examiningdifferentaccountsofeighteenthcenturyjourneytoAustralia (forexampleshipslogs,diaries,recordedtestimoniesofconvictsand officers,bothmaleandfemale),andexplainingthevariationsin perspectivewhichcanleadtodifferenthistoricalinterpretations
Identifyandanalysedifferenthistorical interpretations(includingtheirown) (ACHHS173)
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Explanationandcommunication Developtexts,particularlydescriptionsand discussionsthatuseevidencefromarange ofsourcesthatarereferenced(ACHHS174)
Elaborations
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developinganhistoricalargumentthatidentifiesdifferentpossibilities ininterpretationandarguesaparticularpointofviewwithconsistent referencetotheevidenceavailable
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Selectandusearangeofcommunication forms(oral,graphic,written)anddigital technologies(ACHHS175)
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usingonlineconferencingandotherformsofICTtodiscusshistorical questionsandissues creatingatravelbrochure(incorporatingwrittentextandgraphics)to advertisetheachievementsandopportunitiesavailabletoan immigranttonineteenthcenturyBrisbane
BytheendofLevel9,studentsrefertokeyeventsandtheactionsofindividualsandgroupstoexplainpatternsofchangeand continuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandmakejudgmentsabouttheir importance.Theyexplainthemotivesandactionsofpeopleatthetime.Studentsexplainthesignificanceoftheseeventsand developmentsovertheshortandlongterm.Theyexplaindifferentinterpretationsofthepast. Studentssequenceeventsanddevelopmentswithinachronologicalframework,withreferencetoperiodsoftimeandtheir duration.Whenresearching,studentsdevelopdifferentkindsofquestionstoframeanhistoricalinquiry.Theyinterpret, process,analyseandorganiseinformationfromarangeofprimaryandsecondarysourcesanduseitasevidencetoanswer inquiryquestions.Studentsexaminesourcestocomparedifferentpointsofview.Whenevaluatingthesesources,they analyseoriginandpurpose,anddrawconclusionsabouttheirusefulness.Theydeveloptheirowninterpretationsaboutthe past.Studentsdeveloptexts,particularlyexplanationsanddiscussions,incorporatinghistoricalinterpretations.Indeveloping thesetexts,andorganisingandpresentingtheirconclusions,theyusehistoricaltermsandconcepts,evidenceidentifiedin sources,andtheyreferencethesesources.
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Level10
TheModernWorldandAustralia TheLevel10curriculumprovidesastudyofthehistoryofthemodernworldandAustraliafrom1918tothepresent,with anemphasisonAustraliainitsglobalcontext.ThetwentiethcenturybecameacriticalperiodinAustraliassocial, cultural,economicandpoliticaldevelopment.Thetransformationofthemodernworldduringatimeofpoliticalturmoil, globalconflictandinternationalcooperationprovidesanecessarycontextforunderstandingAustraliasdevelopment,its placewithintheAsiaPacificregion,anditsglobalstanding. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence, continuityandchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmay beinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor historicalinquiries. Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedway,andinwaysthatareappropriatetospecific localcontexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Howdidthenatureofglobalconflictchangeduringthetwentiethcentury? WhatweretheconsequencesofWorldWarII?Howdidtheseconsequencesshapethemodernworld? HowwasAustraliansocietyaffectedbyothersignificantglobaleventsandchangesinthisperiod?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth. Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies importantfeaturesoftheperiod(1918tothepresent)aspartofanexpansivechronologythathelpsstudents understandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingof depthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverview contentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthe depthstudies,andtoconsolidateunderstandingthroughareviewoftheperiod. OverviewcontentfortheModernWorldandAustraliaincludesthefollowing: theinterwarlevelsbetweenWorldWarIandWorldWarII,includingtheTreatyofVersailles,theRoaringTwenties andtheGreatDepression
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recognisingthemainfeaturesoftheTreatyofVersailles,forexampleterritorialconcessionsrequiredbyGermany andtheimpositionofwarreparations outliningkeyfeaturesoftheinterwarlevels(forexamplemassproductioninthe1920s,suchasthemanufacture ofvehiclesintheUStheflappergenerationandtheJazzAgetheCrashof1929andtheconsequencesofthe GreatDepression
continuingeffortspostWorldWarIItoachievelastingpeaceandsecurityintheworld,includingAustralias involvementinUNpeacekeeping
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creatingachronologicalaccountofconflictsinwhichAustraliahasbeeninvolvedandtheresources(forexample soldiers,equipment,intelligence)thatAustraliacommittedtoeachconflict outliningthepurposeoftheUnitedNationsandthekeyplaceswhereAustraliahasbeeninvolvedinUN peacekeeping,suchasEastTimor(TimorLeste).
themajormovementsforrightsandfreedomintheworldandtheachievementofindependencebyformercolonies
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identifyingthemajormovementsforrightsandfreedomintheworld(includingtheUSCivilRightsmovement, AboriginalandTorresStraitIslandermovements,womensmovements) recognisingthecontinuingnatureofcivilrightsmovementsinthetwentiethcentury,suchasthestrugglefor democracyinBurma
thenatureoftheColdWarandAustraliasinvolvementinColdWarandpostColdWarconflicts(Korea,Vietnam,The GulfWars,Afghanistan),includingtherisinginfluenceofAsiannationssincetheendoftheColdWar identifyingtheColdWarsuperpowersaswellasthesignificanceoftheCubanMissileCrisisandthefallofthe BerlinWall outliningthecompetingideologiesofcapitalismandcommunism,theUSastheworldslastremaining superpower,andtherisinginfluenceofChinaandIndia(economicandpolitical)
developmentsintechnology,publichealth,longevityandstandardoflivingduringthetwentiethcentury,andconcern fortheenvironmentandsustainability brainstormingformsoftechnologythathaveaffectedwhatpeopleseeandhear,wheretheygo,andhowtheylive tracingkeydevelopmentsintechnologysince1918thathavechangedtheworldinthefollowingareas:the household(radio,television,appliances),travelandtrade(shipping,passengerjets),communications(invention ofthemicrochip,satellites,digitaltechnologies) recognisingthegrowthintheworldspopulationduringthetwentiethcentury,lifeexpectancychangesindifferent partsoftheworld,andthedepletionofnaturalresources
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Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocus onaparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.A depthstudywillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepthstudy electiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand learningprogram,depthstudycontentcanbeintegratedwithoverviewcontentand/orintegratedwithotherdepth studyelectives. 1WorldWarII Elaborations
StudentsinvestigatewartimeexperiencesthroughastudyofWorldWarIIindepth.Thisincludesastudyofthe causes,events,outcomeandbroaderimpactoftheconflictasanepisodeinworldhistory,andthenatureof Australiasinvolvement. WorldWarII(193945)
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AnoverviewofthecausesandcourseofWorldWar II(ACDSEH024)
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outliningthecontributingfactorsofWorldWarII(for exampletheoutcomesoftheTreatyofVersaillesandthe LeagueofNationstheriseofHitlerandJapansimperial ambitions) identifyingkeyeventsintheEuropeantheatreofwar(for exampleGermanysinvasionofPolandin1939the Holocaustfrom194245theRussiansreachingBerlinin 1945 identifyingkeyeventsintheAsiaPacifictheatreofwar(for exampletheJapaneseattackonPearlHarbourin1941 thefallofSingaporein1942theAmericanvictoryatthe BattleofMidwayin1942) investigatingthescaleandsignificanceoftheHolocaust, usingprimarysources explainingtheracetobuildtheatomicbomb(byGermany, Japan,theUS)andwhytheatomicbombsweredropped onHiroshimaandNagasaki explainingthesignificanceofKokodaasthebattlethat haltedtheJapaneseadvanceonPortMoresbyandhelped fostertheAnzaclegend
AnexaminationofsignificanteventsofWorldWarII, includingtheHolocaustanduseoftheatomic bomb(ACDSEH107)
TheexperiencesofAustraliansduringWorldWarII (suchasPrisonersofWar(POWs),theBattleof Britain,Kokoda,theFallofSingapore) (ACDSEH108) TheimpactofWorldWarII,withaparticular emphasisontheAustralianhomefront,including thechangingrolesofwomenanduseofwartime governmentcontrols(conscription,manpower controls,rationingandcensorship)(ACDSEH109) ThesignificanceofWorldWarIItoAustralias internationalrelationshipsinthetwentiethcentury, withparticularreferencetotheUnitedNations, Britain,theUSAandAsia(ACDSEH110) 2Rightsandfreedoms
investigatingtheimpactofWorldWarIIatalocaland nationallevel(forexamplesignificanteventssuchasthe bombingofDarwintheJapanesesubmarineattackon SydneyandthesinkingofshipsofftheAustraliancoastthe BattleofBrisbanetheCowrabreakoutandtheBrisbane Line)
evaluatingtheimpactofWorldWarIIontheemergenceof theUnitedStatesasamajorworldpowerandon AustraliasalliancewiththeUS(forexamplethethreatof Japan)
Elaborations
Studentsinvestigatestrugglesforhumanrightsindepth.Thiswillincludehowrightsandfreedomshavebeen ignored,demandedorachievedinAustraliaandinthebroaderworldcontext. Rightsandfreedoms(1945thepresent) TheoriginsandsignificanceoftheUniversal DeclarationofHumanRights,includingAustralias involvementinthedevelopmentofthedeclaration (ACDSEH023)

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describingthedraftingoftheUniversalDeclarationof HumanRightsandthecontributionofAustraliasH.V.Evatt
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BackgroundtothestruggleofAboriginalandTorres StraitIslanderpeoplesforrightsandfreedoms before1965,includingthe1938DayofMourning andtheStolenGenerations(ACDSEH104) TheUScivilrightsmovementanditsinfluenceon Australia(ACDSEH105) Thesignificanceofthefollowingforthecivilrightsof AboriginalandTorresStraitIslanderpeoples:1962 righttovotefederally1967Referendum ReconciliationMabodecisionBringingThem HomeReport(theStolenGenerations),theApology (ACDSEH106) Methodsusedbycivilrightsactiviststoachieve changeforAboriginalandTorresStraitIslander peoples,andtheroleofONEindividualorgroupin thestruggle(ACDSEH134) Thecontinuingnatureofeffortstosecurecivilrights andfreedomsinAustraliaandthroughouttheworld, suchastheDeclarationontheRightsof IndigenousPeoples(2007)(ACDSEH143)
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describingaccountsofthepastexperiencesofAboriginal andTorresStraitIslanderpeopleswhowereforcibly removedfromtheirfamilies
outliningtheFreedomRidesintheUS,howtheyinspired civilrightscampaignersinAustralia,andhowtheybecame aturningpointintheAboriginalandTorresStraitIslander peoplesstruggleforrightsandfreedoms describingtheaims,tacticsandoutcomesofaparticular eventintheAboriginalandTorresStraitIslanderpeoples struggleforrightsandfreedoms
investigatingtheroleofCharlesPerkinsintheFreedom Rideof1965andtheefficacyoftelevisioninbringingthe struggleforrightsandfreedomstonationalattention
identifyingareas(forexampleeducation,health,work)that arethefocusforcontinuedcivilrightsactionforAboriginal andTorresStraitIslanderpeoples investigatingthelegacyofchildrensexperiencesin care(theirplacementinorphanages,ChildrensHomes, fostercareandotherformsofoutofhomecare),andthe significanceoftheUnitedNationsConventiononthe RightsoftheChild(1990)
3Theglobalisingworld
Elaborations
StudentsinvestigateonemajorglobalinfluencethathasshapedAustraliansocietyindepth,includingthe developmentoftheglobalinfluenceduringthetwentiethcentury.StudentsstudyONEoftheseelectives:Popular cultureorTheenvironmentmovementorMigrationexperiences. Popularculture(1945present) ThenatureofpopularcultureinAustraliaattheend ofWorldWarII,includingmusic,filmandsport (ACDSEH027)

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identifyingsportsthatwerepopularinAustraliasuchas football,horseracing,cricket
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Developmentsinpopularcultureinpostwar Australiaandtheirimpactonsociety,includingthe introductionoftelevisionandrocknroll (ACDSEH121)
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investigatingAmericasculturalinfluence,asseeninthe arrivaloftelevisionfortheMelbourneOlympics(1956)and BillHaleysAustraliantour(1957) comparingandcontrastingviewsonthevaluesandbeliefs ofrocknroll,filmandtelevisionacrosstime,ageand gender(forexampleissuesofconservatismandrebellion, thechallengetoestablishedideasandnationalidentity) identifyingAmericanandAsianinfluencesonAustralian popularculturesinceWorldWarII(forexamplethrough mainstreamandHollywoodandBollywoodfilms)
Thechangingnatureofthemusic,filmand televisionindustryinAustraliaduringthepostwar period,includingtheinfluenceofoverseas developments(suchasHollywood,Bollywoodand theanimationfilmindustryinChinaandJapan) (ACDSEH122) Australiascontributiontointernationalpopular culture(music,film,television,sport). (ACDSEH123)
investigatingthechangingcontributionoftheAustralian rocknroll,filmandtelevisionindustriestoAustralian cultureandidentitythroughthedevelopmentandexportof music,filmandtelevision,forexampletheEasybeatsfrom SydneyandGoBetweensfromBrisbane,Crocodile Dundee(1986) describingsignificantexamplesofcontinuityandchangein beliefsandvalues,suchasdemocraticideals,religious beliefs,egalitarianism
Continuityandchangeinbeliefsandvaluesthat haveinfluencedtheAustralianwayoflife (ACDSEH149) OR Migrationexperiences(1945present) ThewavesofpostWorldWarIImigrationto Australia,includingtheinfluenceofsignificantworld events(ACDSEH144) Theimpactofchanginggovernmentpolicieson Australiasmigrationpatterns,includingabolitionof theWhiteAustraliaPolicy,Populateor Perish(ACDSEH145)
investigatingthenatureofthewavesofmigrationsuchas thecountriesthatwerethesourceofmigrants,the numbersofmigrantsfromthosecountries,andtrendsin migrationsinceWorldWarIIsuchasincreasingmigration fromtheAsianregiontoAustralia describingthemainfeaturesofagovernmentpolicythat affectedmigrationtoAustralia,suchastheImmigration RestrictionAct1901anduseofthedictationtesttorestrict theimmigrationofnonEuropeans explainingthereasonsforchangesingovernmentpolicy, forexampletheinfluenceofWhiteAustraliaideologyatthe timeoftheintroductionoftheImmigrationRestrictionAct 1901theDisplacedPersonsSchemeintheaftermathof WorldWarII
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TheimpactofatleastONEworldeventor developmentanditssignificanceforAustralia,such astheVietnamWarandIndochineserefugees (ACDSEH146) ThecontributionofmigrationtoAustralias changingidentityasanationandtoitsinternational relationships(ACDSEH147)
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describingtheimpactoftheVietnamwaronVietnamand howthecommunistvictoryinVietnam(1975)resultedin thearrivalofrefugeesintoAustralia
investigatingpoliciesofmulticulturalismsincethe1970s andtheconceptsofculturalheritageandassimilation analysingpostWorldWarIIpopulationgrowthandthe developmentofAustraliasculturallydiversesocietyusing differenttypesofgraphs
OR Theenvironmentmovement(1960spresent) Thebackgroundtoenvironmentalawareness, includingthenineteenthcenturyNationalParks movementinAmericaandAustralia(ACDSEH028)

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outliningtheemergenceofconcernsaboutthe preservationofnaturalareasforfuturegenerations(for exampleasreflectedintheestablishmentofNational ParksintheUnitedStates(YellowstoneNationalParkin 1872),Australia(RoyalNationalParkin1879),Canada (RockyMountainsNationalParkin1885)andNewZealand (TongariroNationalParkin1887) investigatingtheimpactofearlytextsthatwarnedabout environmentalchange(forexampleSilentSpringbyRachel Carson,1962,DontItMakeYouWantToGoHomebyJoe South,1970,MotherEarthNewsmagazinein1970,Mercy MercyMe(TheEcology)lyricsbyMarvinGaye,1971)
Theintensificationofenvironmentaleffectsinthe twentiethcenturyasaresultofpopulationincrease, urbanisation,increasingindustrialproductionand trade(ACDSEH125) Thegrowthandinfluenceoftheenvironment movementwithinAustraliaandoverseas,and developmentsinideasabouttheenvironment (notionofGaia,limitstogrowth,conceptof sustainability,conceptofrightsofnature) (ACDSEH126)
recognisingthehistoricimpactofthepicturesofEarth takenduringtheApollo8missionandhowtheyinfluenced peoplesviewoftheworld explainingthesignificanceofideasabouttheenvironment (forexampleGaiatheinteractionofEarthandits biospherelimitsofgrowththatunlimitedgrowthis unsustainablesustainabilitythatbiologicalsystems needtoremaindiverseandproductiveovertimeandrights ofnaturerecognitionthathumansandtheirnatural environmentarecloselyinterrelated) investigatingarangeofenvironmentalimpacts(for examplethefloodingofLakePedderinTasmania, deforestationinIndonesia,thedeclineoftheAralSea,the ExxonValdezoilspill,thewhalingindustry) explainingthestruggleoverFrenchnuclearweapontesting inthePacificfrom19661996(forexamplethesinkingof theship,theRainbowWarrior,in1985)
Significanteventsandcampaignsthatcontributed topopularawarenessofenvironmentalissues, suchasthecampaigntopreventthedammingof AustraliasGordonRiver,thenuclearaccidentat ChernobylandtheJabilukaminecontroversyin 1998(ACDSEH127)
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Responsesofgovernments,includingthe Australiangovernment,andinternational organisationstoenvironmentalthreatssincethe 1960s(includingdeforestationandclimate change).(ACDSEH128)
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explainingtheresponsesofgovernmentsand organisationstoenvironmentalthreats(forexampleNew Zealandsantinuclearpolicy,theUnitedStates ComprehensiveEnvironmentalResponse,Compensation andLiabilityAct1980(CERCLA),AustraliasGreatBarrier ReefOutlookReport(2009) evaluatingtheeffectivenessofinternationalprotocolsand treatiessuchasKyoto(1997),theUnitedNations FrameworkConventiononClimateChange(since1992) andtheWashingtonDeclaration(2007)
HistoricalSkills Chronology,termsandconcepts Usechronologicalsequencingto demonstratetherelationshipbetween eventsanddevelopmentsindifferent periodsandplaces(ACHHS182) Usehistoricaltermsandconcepts (ACHHS183) Historicalquestionsandresearch Identifyandselectdifferentkindsof questionsaboutthepasttoinform historicalinquiry(ACHHS184)
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Elaborations
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placinginsequencethemaineventsoftheFreedomRidescampaignsin theUnitedStatesandAustraliaandexplainingthelinksbetweenthetwo campaigns usinginteractivetimelinestoexplorethevariousmanifestationsoreffects ofaneventindifferentgeographicallocations definingandusingtermsandconceptssuchasliberation,humanrights, popularcultureandcontestability
Elaborations
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changingakeyquestionorrelatedquestionsinaninquirydependingon thesuitabilityofthesourcesavailable developingquestionsaboutaspectsofthepastthatrequirehistorical argument identifying,planningandinvestigating(individuallyandaspartofateam) specifichistoricalquestionsorissues changingakeyquestionorrelatedquestionsinaninquirydependingon thesuitabilityofthesourcesavailable locatingsourcesforrecordingoralhistories(forexampleVietnamWar veterans,recentmigrants) recognisingtheroleofICTinprovidingaccesstosourcesandtheneedto askrelevantquestionsofthosesources(forexampleaGooglesearchfor significanceofKokoda)
Evaluateandenhancethesequestions (ACHHS185) Identifyandlocaterelevantsources, usingICTandothermethods (ACHHS186)
Analysisanduseofsources Identifytheorigin,purposeandcontext ofprimaryandsecondarysources (ACHHS187)
Elaborations
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usingdatafromimmigrationrecordsandprocessingitusingICTtoidentify historicaltrendsovertime explainingthecontextofasourcesuchastheBringingThemHomeReport (1997)andthesignificanceofthatcontextinunderstandingresponsesto thereport(withvaryingperspectives)
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Processandsynthesiseinformation fromarangeofsourcesforuseas evidenceinanhistoricalargument (ACHHS188) Evaluatethereliabilityandusefulness ofprimaryandsecondarysources (ACHHS189)
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combininghistoricaldatafromarangeofsourcestoidentifyandexplain theimpactofWorldWarII
understandingthatthereliabilityandusefulnessofasourcedependson thequestionsaskedofit(forexampleanaccountmaybeonesidedand thereforeofuseinrevealingpastprevailingattitudes) discussingthereliabilityandusefulnessofMartinLutherKings1963I HaveADreamspeechasasourcetoassistinunderstandingtheaims andmotivationsoftheUSCivilRightsmovement
Perspectivesandinterpretations Identifyandanalysetheperspectivesof peoplefromthepast(ACHHS190)
Elaborations
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analysingtheviewsofbothmenandwomenatdifferenttimesregarding genderequalityinAustraliaandexplaininghowtheseviewsmightreflect changingvaluesandattitudes examiningdifferentaccountsofthefirst1957rocknrolltoursofAustralia andidentifyingthedifferentperspectivesbasedonage explainingtheenthusiasmofyoungpeopleforthetoursandtheopposition ofoldergenerations,asreflectedinthesources
Identifyandanalysedifferenthistorical interpretations(includingtheirown) (ACHHS191)
Explanationandcommunication Developtexts,particularlydescriptions anddiscussionsthatuseevidence fromarangeofsourcesthatare referenced(ACHHS192)
Elaborations
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developinganhistoricalargumentthatidentifiesdifferentpossibilitiesin interpretationandarguesaparticularpointofview,withconsistentand specificreferencetotheevidenceavailable
explainingthesignificanceofthefallofSingapore(1942)inthechangesin AustraliasmilitaryalliancesanduseoftroopsduringWorldWarII,usinga rangeofsources(forexampleaccountsofprisonersofwar,commanders suchasGeneralGordonBennett,politicianssuchasPrimeMinisterJohn Curtin,andJapaneseandBritishsources) designingaposterthatoutlinesthemainargumentsagainstFrench nucleartestinginthePacificandexplainingthenatureandreliabilityofthe sourcesusedtoconstructtheposter
Selectandusearangeof communicationforms(oral,graphic, written)anddigitaltechnologies (ACHHS193)
BytheendofLevel10,studentsrefertokeyevents,theactionsofindividualsandgroups,andbeliefsandvaluestoexplain patternsofchangeandcontinuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandexplain theirrelativeimportance.Theyexplainthecontextforpeoplesactionsinthepast.Studentsexplainthesignificanceofevents anddevelopmentsfromarangeofperspectives.Theyexplaindifferentinterpretationsofthepastandrecognisetheevidence usedtosupporttheseinterpretations.
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Studentssequenceeventsanddevelopmentswithinachronologicalframework,andidentifyrelationshipsbetweenevents acrossdifferentplacesandperiodsoftime.Whenresearching,studentsdevelop,evaluateandmodifyquestionstoframean historicalinquiry.Theyprocess,analyseandsynthesiseinformationfromarangeofprimaryandsecondarysourcesanduse itasevidencetoanswerinquiryquestions.Studentsanalysesourcestoidentifymotivations,valuesandattitudes.When evaluatingthesesources,theyanalyseanddrawconclusionsabouttheirusefulness,takingintoaccounttheirorigin, purpose,andcontext.Theydevelopandjustifytheirowninterpretationsaboutthepast.Studentsdeveloptexts,particularly explanationsanddiscussions,incorporatinghistoricalargument.Indevelopingthesetextsandorganisingandpresenting theirarguments,theyusehistoricaltermsandconcepts,evidenceidentifiedinsources,andtheyreferencethesesources.
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Information and Communications Technology

2 2 2 4 6 6 7 8 9 10 12 14 16 18 21 23
IntroductiontoInformationandCommunicationsTechnology
Informationandcommunicationstechnology(ICT)isthehardwareandsoftwarethatenablesdatatobedigitallyprocessed, storedandcommunicated.ICTcanbeusedtoaccess,process,manageandpresentinformationmodelandcontrolevents constructnewunderstandingandcommunicatewithothers. ICT,aninterdisciplinarydomain,focusesonprovidingstudentswiththetoolstotransformtheirlearningandtoenrichtheir learningenvironment.Theknowledge,skillsandbehavioursidentifiedforthisdomainenablestudentsto:
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developnewthinkingandlearningskillsthatproducecreativeandinnovativeinsights developmoreproductivewaysofworkingandsolvingproblemsindividuallyandcollaboratively createinformationproductsthatdemonstratetheirunderstandingofconcepts,issues,relationshipsandprocesses expressthemselvesincontemporaryandsociallyrelevantways communicatelocallyandgloballytosolveproblemsandtoshareknowledge understandtheimplicationsoftheuseofICTandtheirsocialandethicalresponsibilitiesasusersofICT.
Learninginthisdomainenablesstudentstofocusonthetasktobeaccomplishedratherthanonthetechnologytheyare usingtodothework.Throughtheselectionandapplicationofappropriateequipment,techniquesandprocedures,they processdataandinformationskilfullytocreateinformationproductsinformsthataremeaningfulforthemselvesandtheir audience.Theseproductseffectivelydemonstratetheirknowledgeandunderstandingoftheconcepts,issues,relationships andprocessesthatarethesubjectofthetask. Studentsareprovidedwithtoolsandstrategiestomonitorlearningpatternsandproblemsolvingstrategies.Thisprovidesa soundfoundationfortransformingpersonallearning.TheygainanunderstandingofInternetprotocolsandstrategiesfor exchanginginformation,whichenablesthemtoshareandchallengetheirownandotherpeoplesideasandsolutionswitha globalaudience.
StructureoftheInformationandCommunicationsTechnologyDomain
TheInformationandCommunicationsTechnologydomaininAusVELSusesanelevenlevelstructuretobothreflectthe designofthenewAustralianCurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formore details,pleaseseeOverview). Eachlevelincludesalearningfocusstatementand,whereapplicable,asetofstandardsorganisedbydimension.A glossaryisincludedwhichprovidesdefinitionsofunderlinedterms.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In InformationandCommunicationsTechnology,standardsforassessingandreportingonstudentachievementapplyfrom Level2.StandardsareorganisedbydimensionsfromLevel4.
Dimensions

StandardsintheInformationandCommunicationsTechnologydomainareorganisedinthreedimensions.
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ICTforvisualisingthinking ICTforcreating ICTforcommunicating.
ICTforvisualisingthinking
IntheICTforvisualisingthinkingdimensionstudentsuseICTtoolstoassisttheirthinkingprocessesandreflectonthe thinkingstrategiestheyusetodevelopunderstanding. ICTprovidesarichandflexiblelearnercentredenvironmentinwhichstudentscanexperimentandtakeriskswhen developingnewunderstanding.Itsextensivecapabilitiesallowstudents,byvisuallycodingandrepresentingtheirthinking,to clarifythoughts,andtoidentifypatternsandformrelationshipsbetweennewandexistingknowledge. ICTtoolsthatfacilitatevisualthinkingareonesthatallowideasandinformationinallareasofthecurriculumtobeeasilyand quicklydrafted,filtered,reorganised,refinedandsystematicallyassessedinordertomakemeaningforstudents. Studentsuselinguisticandnonlinguisticrepresentations,suchasgraphicorganisers,ICTgeneratedsimulationsand modelsandICTcontrolledmodelstohelpstructuretheirthinkingprocessesandassistinconstructingknowledge. UsingICT,studentsrecordtheirdecisionsandactionswhensolvingproblemsandclarifyingthoughts.Theymonitorthe changesintheirthinkingandevaluatetheirownandothersthinkingstrategies.Studentsreviewtheserecordstoassess theirsuitabilityfornewsituations.
ICTforcreating
TheICTforcreatingdimensionfocusesonstudentsusingICTtoolsforcreatingsolutionstoproblemsandforcreating informationproducts.Throughtheselectionandapplicationofappropriateequipment,techniquesandprocedures,students learnto:
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processdataandinformationtocreatesolutionstoproblemsandinformationproductsthatdemonstratetheir knowledgeandunderstandingsoftheconcepts,issues,relationshipsandprocessesrelatedtoallareasofthe curriculum managetheirfilestosecuretheircontentsandenableefficientretrieval planandmonitortheprogressofextendedtasks.
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StudentslearntouseICTefficientlytocapture,validateandmanipulatedataforrequiredpurposes.Inordertoimprovethe appearanceandfunctionalityofinformationproductsandsolutions,theyapplycommonlyacceptedconventions.They examinetheethicalandlegalimplicationsofusingICTinarangeofsettingssuchasthehome,schoolandtheworkplace. StudentsevaluatetheusefulnessofICTforsolvingdifferenttypesofproblemsandreflectontheeffectivenessoftheirown useofICT.
ICTforcommunicating
TheICTforcommunicatingdimensionfocusesonstudentsusingICTto:
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presentideasandunderstandingstoaudiences communicatewithknownandunknownaudiences supportknowledgebuildingamongteams.

StudentsuseICTtosupportoralpresentationstolivelocalaudiencesandtopresentideasandunderstandingstounknown, remoteaudiences.TheyuseICTtocommunicatewithothers,bothknownandunknown,withthepurposeofseekingand discussingalternativeviews,acquiringexpertopinions,sharingknowledgeandexpressingideas.Studentsalsolocate informationfromarangeofonlineandmultimediaresourcestosupporttheirownlearning. ICTsupportsknowledgebuildingamongteamsandenablesteammemberstocollaborate,enquire,interactandintegrate priorknowledgewithnewunderstanding. Protocolsforreceiving,transferringandpublishingideasandinformationareneededtopromotecommunicationthat respectsintendedaudiences.
StagesofLearninginInformationandCommunicationsTechnology
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheInformationandCommunicationsTechnology(ICT)domain. StudentsbeginusingICTtocreatesimpleinformationproductsandtoaccesslearningtools.ByapplyingICTinarangeof contexts,studentsdevelopknowledge,skillsandbehavioursfortheeffectiveuseofICTforlearninginalldomains.They becomecriticalusersofICTforlearningandcommunicating,andcreatinginformationproducts.TheylearntouseICTtools tovisualisetheirthinkingandrecordtheirthinkingstrategiesforuseinfutureproblemsolvingactivities.Theyprogressto maintainingadigitalrecordofevidenceoftheirlearninginalldomainsthatenablesthemtoreflectonlearninghowtolearn. Electroniccommunicationtoolsareintroducedinstudentsfirstlevelsatschoolandmorecomplex,contemporary communicationtoolsaregraduallyintroduceduntilstudentsbecomeconfidentusersofthetechnologyforcommunicating withexpertsandparticipatinginonlineforumsasbothcontributorsandbeneficiariesofknowledge. FoundationtoLevel4Layingthefoundations Earlyinthisstagestudentsbecomefamiliarwiththemaincomponentsofacomputeranddeveloptheirhandeye coordinationbyusingamousetocontrolthecursor/pointeronthescreen.Studentsenterandmanipulatedatatocreate simpleinformationproducts. StudentsprogressbyusingICTtoorganise,reviseandclassifyideastoassisttheirthinkingprocesses.Theyaccess publishedmultimediaresourcesandareencouragedtothinkcriticallyabouthowtheseresourcessupporttheirlearning. LaterinthisstagestudentsuseICTtosolveproblems,expressideasandpresentinformationtodifferentaudiences.They applysimpleformattingandeditingtechniquesinordertoimprovetheappearanceandaccuracyofinformationtheycreate foraudiences.TheyexperimentwithsimpleICTtoolsandstrategiestomakevisualtheirthinkingprocessesandbeginto considerhowthesetoolscanbeusedforsolvingnewproblems.Theylocateandaccessinformationfromonlinesources andtheyexchangeelectronicmessageswithotherpeople.Theybegintoapplystrategiestofacilitateeasyretrievaloftheir files. Levels5to8Buildingbreadthanddepth EarlyinthisstagestudentsbecomemoreproficientintheuseofICTforthepurposesofsharingknowledgeandacquiring information.TheyuseICTtovisualisetheirthinkinginordertomakesenseofideas,conceptsandissuesfromalldomains, andtoreflectontheirlearning.

Studentsprogressbydevisingplannedapproachestoproblemsolving.Thisinvolvesdocumentingtheorderof,andtime allocationfor,individualtaskswithinextendedprojects.StudentsuseawiderrangeofICTtools,techniquesandfunctionsto supporttheirthinkingprocesses,tomodelsystems,tosolveproblemsandtocreateinformationproductsforavarietyof purposes.Theyusetheequipmentsoperatingsystemandsoftwarefunctionstomanagetheirfiles. Laterinthisstage,studentsbecomemoreproficientintheuseofInternetresearchtoolstolocateanddownloadinformation fromarangeofsources,andtheyjudgethequalityofinformation,basedonsetcriteria.Theyconformtoacceptedcodesof practicewhenusingICT,anddiscusstheconsequencesofICTuseinarangeofenvironmentsandcontextsinthe community.Studentscreateandmaintaindigitalevidenceoftheirlearninginalldomains,theevidenceexemplifyingthe progressmadeinapplyingICTknowledgeandskills. Levels9to10Developingpathways IntheselevelsstudentsuseICTtomanageindividualandcollaborativeprojects.Theyinitiateandengageinrealandvirtual teamsandcollaborativeproblemsolvinginlocalandglobalenvironments.TheyuseICTtoolstorecord,organiseand expresstheirthoughtsandcommunicatewithothers. StudentsusearangeofICTtoolsandtechniquestoassistinmonitoring,reflectingonandrefiningtheirthinkingstrategies whenaddressingcomplexissuesandsolvingcomplexproblems. StudentsselectappropriateICTtoolsforresearch,modelling,publishing,decisionmakingandproblemsolving,andassess thevalidityandappropriatenessofthesetools.Theymakejudgmentsaboutthequalityoftheirownandothersworkandact onthem. StudentsunderstandtheneedtoprotectdataandtheyuseICTtoolstoprotecttheirfilesandcontrolaccesstothem.They shareideaswithothersthrougharangeofelectronicmedia.Theydemonstrateanddiscussappropriateethicalandsocial behavioursforusersofICTandanalysetheimpactofICTinsociety.
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsinInformationandCommunicationsTechnology(ICT), theylearnthesafeuseofICTtools,includingleavingelectricalconnectionsalone,sittinguprightinfrontofacomputer, andhandlingstoragedevicessuchasdisksandmemorystickscarefully.TheylearnthecorrecttermstonameICT equipmentand,throughuse,becomefamiliarwithcommoniconsonthecomputerdesktop.Theydevelophandeye coordinationthroughusingamousetocontrolthepointeronthescreen. Withassistance,studentsworkwithdifferenttypesofdata,suchastext,numbersandimages,tocreatesimple informationproductsandsharetheirideas.Theydeveloptheirnavigationskillsbyrespondingtostimulusinmultimedia resourcesthatdevelopliteracyandnumeracyskills.TheyfindandcompareexamplesofICTequipmentathomeand investigatethepurposeofICTsymbolsandicons.
Standards
IntheInformationandCommunicationsTechnologydomain,standardsforassessingandreportingonstudent achievementareintroducedatLevel1.ThelearningfocusstatementforFoundationprovidesadviceaboutlearning experiencesthatwillassiststudentstoworktowardstheachievementofthestandardsatLevel2.

Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsinInformationandCommunicationsTechnology(ICT), theyuseICTtoacquirenewknowledgeandskillsinallareasofthecurriculumandtocreateandpresentinformationin meaningfulways.Forexample,studentsaccessawebsitetoparticipateinafoodpyramidgame,andthenpresenttheir understandingoffoodgroupsinaslideshowthatcontainsanimageofalunchboxfilledwiththeappropriatefooditems. Whenusingmultimediaresources,studentsbegintothinkcriticallyabouttheseresourcesandhowtheyhelplearning. Intheirlearningofnewmaterial,studentsexperimentwithsomesimpleICTtoolsandtechniquesforvisualisingtheir thinking.Theylearntoorganiseandclassifyinformationandideas,andpresenttheminamannerthatismeaningfulto them.Thismayentailcuttingandpasting,droppinganddragging,andcolourcodinginordertogroupsimilaritems,to sequenceeventsandtoidentifyexamplesthatillustratekeyideas. Toimprovethepresentationoftextandimages,studentsbegintoapplysimpletechniques,suchasbolding,centring andchangingcase.Theyexplorearangeofdifferentinformationproductsandidentifyintendedaudiences.Students displaytheirowninformationproductsinawaythatsuitsdifferentaudiences. Studentsdevelopanunderstandingoftheimportanceofcheckingtheaccuracyoffactsthataregoingtobeprocessed thisbeingnecessaryforproducingaccurateoutput.Studentscollectfirsthanddataand,withassistance,enteritintotheir spreadsheetfilesandmanipulateit.Forexample,aftercollectingtheheightsoffellowstudentsorthenumberof classmateswithparticulareyecolours,studentsmanipulatethedatabysummingorcolourcodingcells,andthen presenttheprocesseddataasachart.Individually,andasaclass,theymakesummarystatementsaboutthe characteristicsoftheprocesseddata. Workinginanetworkedenvironment,studentsdevelopthepracticeofusingafilenamingsystemthatisbothmeaningful tothestudents,andavoidsconfusionoverwhoownsparticularfiles. Studentsbegintoexplorecontemporarywaysofcommunicatingideasandinformationbycomposingandsending simpleelectronicmessagessuchasemails.
Standards
AtLevel1,studentsareworkingtowardtheLevel2standards(seebelow).

Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsinInformationandCommunicationsTechnology(ICT), theyuseICTtoacquirenewknowledgeandskillsinallareasofthecurriculumandtocreateandpresentinformationin meaningfulways.Forexample,studentsaccessawebsitetoparticipateinafoodpyramidgame,andthenpresenttheir understandingoffoodgroupsinaslideshowthatcontainsanimageofalunchboxfilledwiththeappropriatefooditems. Whenusingmultimediaresources,studentsbegintothinkcriticallyabouttheseresourcesandhowtheyhelplearning. Intheirlearningofnewmaterial,studentsexperimentwithsomesimpleICTtoolsandtechniquesforvisualisingtheir thinking.Theylearntoorganiseandclassifyinformationandideas,andpresenttheminamannerthatismeaningfulto them.Thismayentailcuttingandpasting,droppinganddragging,andcolourcodinginordertogroupsimilaritems,to sequenceeventsandtoidentifyexamplesthatillustratekeyideas. Toimprovethepresentationoftextandimages,studentsbegintoapplysimpletechniques,suchasbolding,centring andchangingcase.Theyexplorearangeofdifferentinformationproductsandidentifyintendedaudiences.Students displaytheirowninformationproductsinawaythatsuitsdifferentaudiences. Studentsdevelopanunderstandingoftheimportanceofcheckingtheaccuracyoffactsthataregoingtobeprocessed thisbeingnecessaryforproducingaccurateoutput.Studentscollectfirsthanddataand,withassistance,enteritintotheir spreadsheetfilesandmanipulateit.Forexample,aftercollectingtheheightsoffellowstudentsorthenumberof classmateswithparticulareyecolours,studentsmanipulatethedatabysummingorcolourcodingcells,andthen presenttheprocesseddataasachart.Individually,andasaclass,theymakesummarystatementsaboutthe characteristicsoftheprocesseddata. Workinginanetworkedenvironment,studentsdevelopthepracticeofusingafilenamingsystemthatisbothmeaningful tothestudents,andavoidsconfusionoverwhoownsparticularfiles. Studentsbegintoexplorecontemporarywaysofcommunicatingideasandinformationbycomposingandsending simpleelectronicmessagessuchasemails.
Standards
Atthislevelstandardsarenotorganisedbydimensions. InformationandCommunicationsTechnology
AtLevel2,studentsmanipulatetext,imagesandnumericdatatocreatesimpleinformationproductsforspecific audiences.Theymakesimplechangestoimprovetheappearanceoftheirinformationproducts.Theyretrievefilesand savenewfilesusinganamingsystemthatismeaningfultothem.Theycomposesimpleelectronicmessagestoknown recipientsandsendthemsuccessfully.Withsomeassistance,studentsuseICTtolocateandretrieverelevant informationfromavarietyofsources.

Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinInformationandCommunicationsTechnology(ICT), theydevelopskillsinusingICTforproblemsolving,expressingideas,andpresentinginformationtodifferentaudiences. Workinginallareasofthecurriculum,studentsexplorearangeofICTtools(forexample,basiceditingtoolssuchas wordprocessing)andsimpletechniquesforvisualisingthinking.Theyalsousesimplegraphicorganiserssuchas conceptmapsandsequencechartstoprovideaframeworkforvisualisingthinking.Inparticulartheyusetoolsthatassist insequencing,andinidentifyingrelationshipsbetween,ideas,factsandconcepts.Studentssavetheirvisualising thinkingfilestofoldersandwhennewbutsimilarlearningsituationsarise,theyretrievethemandusethemasastarting pointforthesesituations.Studentsreflectontheusefulnessofsuchtoolsandstrategiesinnewcircumstances. Studentscomparethepurposesandstructuresofinformationpresentedindifferentmedia,suchasprint,onscreen,or asanactionforexample,amovingrobot.Individually,studentslearntoprocessdataintheformoftext,imagesand soundtocreateplannedinformationproducts,suchasinvitations,shortstories,presentationfiles(forexample,a MicrosoftPowerPointfile),animationsandtitlepagesforbooks.Studentsbegintousemanual(forexample, proofreading)andelectronic(forexample,spellchecker)techniquestoidentifytypographicalerrorsandmakeappropriate corrections.Theyusecriteria,suchastheaccuracyandattractivenessoftheirinformationproducts,tomakejudgments abouthowwelltheymeettheirpurposes.Studentsusesoftwaretoolstoassistwithproblemsolving.Forexample, studentscreateaquestionnaireusingwordprocessingsoftwaretocollectdataabouttheagesandethnicityofresidents intheirlocalareaaspartoftheirHumanitiesstudy.Theirunderstandingofthisdataisthendemonstratedina presentationfile.StudentsworkcollaborativelytodeveloptheirICTskills. WhenusingICTtoassistwithproblemsolvingandforproducinginformationproducts,studentsinvestigateandapply somepracticesthatareergonomicallysound,suchasadjustingtheheightofchairstoensurethatelbowsareatan appropriateangleandusingkeyingtechniquesthatminimisewristharmandmaximisetheefficiencyofdataentry. Studentsbegintomanagetheirfilesusingsimplewaysoforganisingthemforeasyretrievalforexample,creating foldersbasedontopicsorformssuchasstories,images,andprojects.Theycomparetheirsystemswiththoseofother studentsandacknowledgeandacceptdifferentapproachesthatworkfortheuser.Studentsareintroducedtothesimple securitystrategyofusingpasswordstoprotectaccesstotheirfileswhenworkingonanetwork. StudentscontinuetodeveloptheirskillsinusingICTtocommunicateknowledgebyexchangingemailmessageswith others.Whenseekingnewinformationontopicsofimportanceorinterestinallareasofthecurriculum,studentsapplya setofprocedures(suchassimplekeywords)forlocatinginformationontheintranetandtheInternet,andtheydetermine thevalueoftheseresourcesbydevelopingandapplyingsimplecriteria(forexample,consideringtheageoftheintended audience).Theytransferthisknowledgewhentheyevaluatetheirownproducts.
Standards

Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinInformationandCommunicationsTechnology(ICT), theydevelopskillsinusingICTforproblemsolving,expressingideas,andpresentinginformationtodifferentaudiences. Workinginallareasofthecurriculum,studentsexplorearangeofICTtools(forexample,basiceditingtoolssuchas wordprocessing)andsimpletechniquesforvisualisingthinking.Theyalsousesimplegraphicorganiserssuchas conceptmapsandsequencechartstoprovideaframeworkforvisualisingthinking.Inparticulartheyusetoolsthatassist insequencing,andinidentifyingrelationshipsbetween,ideas,factsandconcepts.Studentssavetheirvisualising thinkingfilestofoldersandwhennewbutsimilarlearningsituationsarise,theyretrievethemandusethemasastarting pointforthesesituations.Studentsreflectontheusefulnessofsuchtoolsandstrategiesinnewcircumstances. Studentscomparethepurposesandstructuresofinformationpresentedindifferentmedia,suchasprint,onscreen,or asanactionforexample,amovingrobot.Individually,studentslearntoprocessdataintheformoftext,imagesand soundtocreateplannedinformationproducts,suchasinvitations,shortstories,presentationfiles(forexample,a MicrosoftPowerPointfile),animationsandtitlepagesforbooks.Studentsbegintousemanual(forexample, proofreading)andelectronic(forexample,spellchecker)techniquestoidentifytypographicalerrorsandmakeappropriate corrections.Theyusecriteria,suchastheaccuracyandattractivenessoftheirinformationproducts,tomakejudgments abouthowwelltheymeettheirpurposes.Studentsusesoftwaretoolstoassistwithproblemsolving.Forexample, studentscreateaquestionnaireusingwordprocessingsoftwaretocollectdataabouttheagesandethnicityofresidents intheirlocalareaaspartoftheirHumanitiesstudy.Theirunderstandingofthisdataisthendemonstratedina presentationfile.StudentsworkcollaborativelytodeveloptheirICTskills. WhenusingICTtoassistwithproblemsolvingandforproducinginformationproducts,studentsinvestigateandapply somepracticesthatareergonomicallysound,suchasadjustingtheheightofchairstoensurethatelbowsareatan appropriateangleandusingkeyingtechniquesthatminimisewristharmandmaximisetheefficiencyofdataentry. Studentsbegintomanagetheirfilesusingsimplewaysoforganisingthemforeasyretrievalforexample,creating foldersbasedontopicsorformssuchasstories,images,andprojects.Theycomparetheirsystemswiththoseofother studentsandacknowledgeandacceptdifferentapproachesthatworkfortheuser.Studentsareintroducedtothesimple securitystrategyofusingpasswordstoprotectaccesstotheirfileswhenworkingonanetwork. StudentscontinuetodeveloptheirskillsinusingICTtocommunicateknowledgebyexchangingemailmessageswith others.Whenseekingnewinformationontopicsofimportanceorinterestinallareasofthecurriculum,studentsapplya setofprocedures(suchassimplekeywords)forlocatinginformationontheintranetandtheInternet,andtheydetermine thevalueoftheseresourcesbydevelopingandapplyingsimplecriteria(forexample,consideringtheageoftheintended audience).Theytransferthisknowledgewhentheyevaluatetheirownproducts.
Standards
AtLevel4,studentsuseICTtoolstolistideas,orderthemintologicalsequences,andidentifyrelationshipsbetween them.Studentsretrievetheirsavedvisualisingthinkingstrategiesandeditthemforuseinnew,butsimilarsituations. Theyexplainhowthesestrategiescanbeusedfordifferentproblemsorsituations. ICTforcreating
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AtLevel4,studentsorganisetheirfilesintofoldersclassifiedinawaythatismeaningfultothem.Studentsexplainthe purposeofpasswordsforaccessingfilesstoredonnetworks.Theyfollowsimpleplansandusetoolsandarangeof datatypestocreateinformationproductsdesignedtoinform,persuade,entertainoreducateparticularaudiences.They createinformationproductstoassistinproblemsolvinginallareasofthecurriculum.Withminimalassistance,students useICTtoolstocaptureandsaveimages.Theyusesimpleeditingfunctionstomanipulatetheimagesforuseintheir products. Theymakeongoingmodificationstotheirworktocorrectthespellingoffrequentlyusedwordsandtorectifysimple formattingerrors.Theyevaluatethefinalinformationproductanddescribehowwellitmeetsitspurpose.Studentsmake adjustmentstotheirequipmentandapplytechniquesthatareergonomicallysound. ICTforcommunicating
AtLevel4,studentsinitiateandcomposeemailmessagestoknownandunknownaudiencesand,whereappropriate, sendreplies.Studentscreatefoldersintheirmailboxtoorganisethestorageofemailmessagestheywishtokeep.They locateinformationonanintranet,andusearecommendedsearchengineandlimitedkeywordstolocateinformation fromwebsites.Theydevelopandapplysimplecriteriatoevaluatethevalueofthelocatedinformation.
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Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinInformationandCommunicationsTechnology(ICT), theyapplyknownICTtoolsforvisualisingthinkinginnewwaystomakelinksbetweenexistingandnewknowledge.They begintousenewtools,suchasictcontrolledmodels,aprogramminglanguageorsimulationsoftware,suchas microworlds,spreadsheetsanddomainspecificmodellingsoftware,torepresentandexploreprocesses,patterns,and causeandeffectrelationships.Theylearntousetools,suchasdatabasesoftwareandgraphicorganisers,toorganise andanalysedataandinformation.Forexample,afterinterviewingpeopleofAsianculturalbackgrounds,studentsmight identifysimilaritiesanddifferencesbetweenAustralianandAsiancustomsbyusingadoublecelldiagram,whichforms avisualstructuretoaidthinking. StudentsreflectontheirexperienceinusingsuchICTtools,comparinghowtheylearnedwiththesetoolswithhowthey mightlearnfrombooks,andcomparingthevirtualworldscreatedthroughthesemodelswithreallife. StudentsuseICTtoolstoproduceinformationproductsthatdemonstratetheirknowledgeandskillsforallareasofthe curriculum.Forexample,basedontheinferencesdrawnbyusingadoublecelldiagramtoanalysethesimilaritiesand differencesbetweenAustralianandAsiancustoms,studentscouldpresenttheirnewunderstandinginmultimediaform (aninformationproduct). StudentsdeveloptheiruseofICTtoassistwithproblemsolving.Forexample,whencreatingamodelsolarpowered boatthatmeetsspecifiedcriteria,studentssupporttheirproblemsolvingstrategiesbyusingsoftwaretocreatealternative twodimensionaldesigns. Studentsexplorenewsoftwarefunctionsthatpromoteefficiencyandeffectiveness.Forexample,studentsusethefind andreplacefunctiontolocateandchangerepeatedwordsorformats(efficiency)andtheyuseborderstoseparate differentsetsofinformation(effectiveness).Theydevelopskillsinusingthreedimensionalmultimediatoolsforproblem solving,discusshowthethreedimensionalfunctionsimprovetheeffectivenessofsolutions,andbrainstormsituationsin whichthesetoolscanbeused.StudentsdevelopskillsinusingICTsystemsforcontrollingeventsinapredetermined waybywritingprogramsthat,forexample,controlaturtleorrobot,manipulateobjectsinagameorthreedimensional virtualenvironment,orrespondtoenvironmentalchangescapturedbysensors. Studentsusedesigntools,suchaslayoutdiagrams,annotateddrawingsandstoryboards,todocumentsolutionsand thelayoutofinformationproducts.Theybegintouseictpresentationconventions,incorporatingthemintotheirsolutions andinformationproductswhereappropriate.TheytesttheirproductsagainstcommonlyacceptedICTevaluationcriteria and,withassistance,refinetheirworktomeetboththecriteriaandaudienceneeds.Theydevelopandmaintainadigital bankofevidence(forexample,anelectronicportfolio),thatdemonstratestheirlearning.Thisrequiresstudents evaluating,selectingandorganisingfilesthatshowcasetheirlearningandthatareuptodateandstructuredinanorderly way.Studentsapplyfilemanagementproceduresthatassistinsecuringtheirfiles(forexample,backinguponstorage mediasuchasdisksormemorysticks),andinallowingtheeasyretrievaloffilesbyusingnamingconventionsthatare meaningful.Studentscontinuetouseergonomicpracticesthatassistinminimisingphysicalharm,suchasdoing exercisetoreduceinjuryduetorepetitiveactions.
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Studentsbegintoworkinacollaborativeglobalenvironment.Theysharetheirdevelopingknowledgewiththeirpeers throughemail,andseekadvicefromothersthroughfrequentlyaskedquestions(FAQs),websitesorbydirectlyemailing experts.Studentsconsiderthesemethodsofsharinginformationwithawideraudience,anddevelopknowledgeof protocolsforsendingandreceivingelectronicinformationthroughtheInternetbycreatingandsendingemailswith attachmentsanduploadingfilestoprotectedpublicplacesonintranetsortheInternet. Whenproblemsolving,studentsuserecommendedsearchenginesandbegintorefinesearchquestionstolocate informationquicklyontheInternet.Thisinvolvesapplyingcriteriaforassessingtheintegrityofinformation,suchasthe reliabilityofthewebhostandtheaccuracyoftheinformation.
Standards
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Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinInformationandCommunicationsTechnology(ICT), theyapplyknownICTtoolsforvisualisingthinkinginnewwaystomakelinksbetweenexistingandnewknowledge.They begintousenewtools,suchasictcontrolledmodels,aprogramminglanguageorsimulationsoftware,suchas microworlds,spreadsheetsanddomainspecificmodellingsoftware,torepresentandexploreprocesses,patterns,and causeandeffectrelationships.Theylearntousetools,suchasdatabasesoftwareandgraphicorganisers,toorganise andanalysedataandinformation.Forexample,afterinterviewingpeopleofAsianculturalbackgrounds,studentsmight identifysimilaritiesanddifferencesbetweenAustralianandAsiancustomsbyusingadoublecelldiagram,whichforms avisualstructuretoaidthinking. StudentsreflectontheirexperienceinusingsuchICTtools,comparinghowtheylearnedwiththesetoolswithhowthey mightlearnfrombooks,andcomparingthevirtualworldscreatedthroughthesemodelswithreallife. StudentsuseICTtoolstoproduceinformationproductsthatdemonstratetheirknowledgeandskillsforallareasofthe curriculum.Forexample,basedontheinferencesdrawnbyusingadoublecelldiagramtoanalysethesimilaritiesand differencesbetweenAustralianandAsiancustoms,studentscouldpresenttheirnewunderstandinginmultimediaform (aninformationproduct). StudentsdeveloptheiruseofICTtoassistwithproblemsolving.Forexample,whencreatingamodelsolarpowered boatthatmeetsspecifiedcriteria,studentssupporttheirproblemsolvingstrategiesbyusingsoftwaretocreatealternative twodimensionaldesigns. Studentsexplorenewsoftwarefunctionsthatpromoteefficiencyandeffectiveness.Forexample,studentsusethefind andreplacefunctiontolocateandchangerepeatedwordsorformats(efficiency)andtheyuseborderstoseparate differentsetsofinformation(effectiveness).Theydevelopskillsinusingthreedimensionalmultimediatoolsforproblem solving,discusshowthethreedimensionalfunctionsimprovetheeffectivenessofsolutions,andbrainstormsituationsin whichthesetoolscanbeused.StudentsdevelopskillsinusingICTsystemsforcontrollingeventsinapredetermined waybywritingprogramsthat,forexample,controlaturtleorrobot,manipulateobjectsinagameorthreedimensional virtualenvironment,orrespondtoenvironmentalchangescapturedbysensors. Studentsusedesigntools,suchaslayoutdiagrams,annotateddrawingsandstoryboards,todocumentsolutionsand thelayoutofinformationproducts.Theybegintouseictpresentationconventions,incorporatingthemintotheirsolutions andinformationproductswhereappropriate.TheytesttheirproductsagainstcommonlyacceptedICTevaluationcriteria and,withassistance,refinetheirworktomeetboththecriteriaandaudienceneeds.Theydevelopandmaintainadigital bankofevidence(forexample,anelectronicportfolio),thatdemonstratestheirlearning.Thisrequiresstudents evaluating,selectingandorganisingfilesthatshowcasetheirlearningandthatareuptodateandstructuredinanorderly way.Studentsapplyfilemanagementproceduresthatassistinsecuringtheirfiles(forexample,backinguponstorage mediasuchasdisksormemorysticks),andinallowingtheeasyretrievaloffilesbyusingnamingconventionsthatare meaningful.Studentscontinuetouseergonomicpracticesthatassistinminimisingphysicalharm,suchasdoing exercisetoreduceinjuryduetorepetitiveactions.
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Studentsbegintoworkinacollaborativeglobalenvironment.Theysharetheirdevelopingknowledgewiththeirpeers throughemail,andseekadvicefromothersthroughfrequentlyaskedquestions(FAQs),websitesorbydirectlyemailing experts.Studentsconsiderthesemethodsofsharinginformationwithawideraudience,anddevelopknowledgeof protocolsforsendingandreceivingelectronicinformationthroughtheInternetbycreatingandsendingemailswith attachmentsanduploadingfilestoprotectedpublicplacesonintranetsortheInternet. Whenproblemsolving,studentsuserecommendedsearchenginesandbegintorefinesearchquestionstolocate informationquicklyontheInternet.Thisinvolvesapplyingcriteriaforassessingtheintegrityofinformation,suchasthe reliabilityofthewebhostandtheaccuracyoftheinformation.
Standards
AtLevel6,studentsapplyICTtoolsandtechniquestorepresentandexploreprocesses,patternsandcauseandeffect relationships.StudentsuseICTtoolsandtechniquesthatsupporttheorganisationandanalysisofconcepts,issuesand ideasandthatallowrelationshipstobeidentifiedandinferencesdrawnfromthem. Studentsreviewtheirstoredthinkingstrategiesinordertoidentifysimilaritiesanddifferencesintheirthinkingpatterns. Theydocumentintheirbankofdigitalevidencehowthesevisualisingthinkingstrategieshelpthemtounderstand conceptsandrelationships. ICTforcreating
AtLevel6,studentssafelyandindependentlyusearangeofskills,procedures,equipmentandfunctionstoprocess differentdatatypesandproduceaccurateandsuitablyformattedproductstosuitdifferentpurposesandaudiences.They usedesigntoolstorepresenthowsolutionswillbeproducedandthelayoutofinformationproducts.Studentsselect relevanttechniquesforminimisingthetimetakentoprocessdata,andapplyconventionsandtechniquesthatimprove theappearanceofthefinishedproduct.Studentsmodifyproductsonanongoingbasisinordertoimprovemeaningand judgetheirproductsagainstagreedcriteria. Studentscreateandmaintainanuptodate,logicallystructuredbankofdigitalevidenceoftheirlearning.Theypassword protectandbackupimportantfilesandusefilenamingconventionsthatalloweasyretrieval. ICTforcommunicating
AtLevel6,studentsuseemail,websitesandfrequentlyaskedquestionfacilitiestoacquirefrom,orshareinformation with,peersandknownandunknownexperts.Whenemailing,theysuccessfullyattachfilesandtheyapplyprotocolsfor sendingandreceivingelectronicinformation.Theysuccessfullyuploadtheirworktoaprotectedpubliconlinespace. Usingrecommendedsearchengines,studentsrefinetheirsearchstrategiestolocateinformationquickly.Theyevaluate theintegrityofthelocatedinformationbasedonitsaccuracyandthereliabilityofthewebhost.
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Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinInformationandCommunicationsTechnology,they learntouseavarietyofICTtoolsandtechniquestoassistwithfiltering,classifying,representing,describingand organisingideas,conceptsandissues.Forexample,agraphic/visualorganiserssuchasaninteractionoutlinercanbe usedtohelpstructurethinkingabouttheactions,reactionsandoutcomesoftwogroupsassociatedwithanissueand ruleusingsoftwaresuchasdatabasesandspreadsheetsenablethefilteringandclassifyingofdataandinformationin ordertomakemoreinformeddecisions.StudentsbegintouseICTtoolsandperipherals,suchasdataloggers,to supporttheinputofdataforsensing,monitoring,measuringorcontrollingsequencesandevents.Throughpractice, studentsbecomeskilledinjudgingthecapabilitiesandlimitationsofthesetoolsandtechniquesasaidstolearning. Inaddition,studentsuseICTtoolstoretracethedecisionsmadeandactionstakenwhenlearningandproblemsolving forexample,byusingarangeofsymbols,charts,images,soundandtext,studentscancreateaflowchartthatmaps theirthinkingprocessesandactions.Studentsreflectontheeffectivenessofthesesavedthinkingprocessmapsand retrieverelevantonestoguidefutureapplications. StudentsbecomeefficientusersofICTforplanningcollaborativeprojectsthatinvolvecreatinginformationproductsand solvingproblems.Usingsoftwaresuchaswordprocessorsandspreadsheets,andusingtechniquessuchastables andshading,theydevelopprojectplansthatsequencetasks,estimatetimelinesandrecordtaskresponsibilitieswhere teamsareinvolved.Teammembersrecordandmonitorprogressthroughsharedelectronicfiles.Studentsusethe operatingsystemfacilitiestomanagetheirdesktopworkspaceandorganisetheirfilesinawaythatassiststheir personallearningstyle.Theylearntosaveandretrievecompressedfilesanddevelopanunderstandingofthe characteristicsofdifferentfileformats,suchas.jpeg,.gifand.avi. Studentsdeveloptheirknowledgeaboutthecharacteristicsofdatabymanipulatingvariousdatatypes,suchastext, sound,numbersandimages(stillandmoving),tocreateformattedinformationproductsforexample,essaysand reports,animatedslideshows,andwebsites,brochuresandcartoons.Theyplanthedesignofproducts,influencedby generallyacceptedictpresentationconventions,anddevelopcriteriaforevaluatingtheeffectivenessofeachpresentation style.Theseincludemeetingaudience/userneedsandcommunicatingamessageeffectively.Studentsmakeongoing modificationstotheirproductstoimprovetheirefficiencyandeffectiveness,suchastestingthefunctionalityofpartsofa solution,correctingtypographicalerrorsandeditingtoclarifythemeaningofthemessage. Studentsapplytheirknowledgeofdatacharacteristicstosolvingproblemsforexample,whencalculatingthetimeit takestotraveltoadistantplanetusingvariousfuels,theyelecttousespreadsheetsoftwarebecauseitisdesignedto manipulatenumericdata,unlikewordprocessingsoftware,whichisdesignedtoformattext. StudentsexplorethedistinctionbetweenlegalandillegalusesofICTandcreateinformationproductsthatcomplywith ICTintellectualpropertylaw.Thisparticularlyrelatestocopyright. Studentsdevelopandmanagetheirdigitalbankofevidence,developing,forexample,anelectronicportfolioforarangeof audiences,includingteachers,parentsandpotentialemployers,andusethistodemonstrateandmonitortheirlearning progressinallareasofthecurriculum.
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Theyselectappropriatesearchenginesandusecomplexsearchstrategies(forexample,Boolean)tolocateinformation fromtheInternetandothersources,andtheyevaluatethecredibility,accuracy,reliabilityandcomprehensivenessofthis information.Theyorganiseandstoregatheredinformationtoenableeasyretrieval.Theyaccessonlineinteractivee learningtoolstohelpthemtodevelopknowledgeinallareasofthecurriculum. Studentsuseemailsoftwarefunctionstoorganisetheiremailmailbox.Forexample,theycleanup,archiveandsortemail toallowtheefficientandsecurestorageandretrievalofrelevantmessagesand/orattachments.Theyaccessappropriate websitesandonlineforumssuchasblogsandchatsites,tolocateinformationandtoshareideas,applyingprotocols thatrespectotherusersandthatprotectthepersonalsafetyofstudents.TheypublishtheirworkontheInternetafterithas beentestedandevaluated.
Standards
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Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinInformationandCommunicationsTechnology,they learntouseavarietyofICTtoolsandtechniquestoassistwithfiltering,classifying,representing,describingand organisingideas,conceptsandissues.Forexample,agraphic/visualorganiserssuchasaninteractionoutlinercanbe usedtohelpstructurethinkingabouttheactions,reactionsandoutcomesoftwogroupsassociatedwithanissueand ruleusingsoftwaresuchasdatabasesandspreadsheetsenablethefilteringandclassifyingofdataandinformationin ordertomakemoreinformeddecisions.StudentsbegintouseICTtoolsandperipherals,suchasdataloggers,to supporttheinputofdataforsensing,monitoring,measuringorcontrollingsequencesandevents.Throughpractice, studentsbecomeskilledinjudgingthecapabilitiesandlimitationsofthesetoolsandtechniquesasaidstolearning. Inaddition,studentsuseICTtoolstoretracethedecisionsmadeandactionstakenwhenlearningandproblemsolving forexample,byusingarangeofsymbols,charts,images,soundandtext,studentscancreateaflowchartthatmaps theirthinkingprocessesandactions.Studentsreflectontheeffectivenessofthesesavedthinkingprocessmapsand retrieverelevantonestoguidefutureapplications. StudentsbecomeefficientusersofICTforplanningcollaborativeprojectsthatinvolvecreatinginformationproductsand solvingproblems.Usingsoftwaresuchaswordprocessorsandspreadsheets,andusingtechniquessuchastables andshading,theydevelopprojectplansthatsequencetasks,estimatetimelinesandrecordtaskresponsibilitieswhere teamsareinvolved.Teammembersrecordandmonitorprogressthroughsharedelectronicfiles.Studentsusethe operatingsystemfacilitiestomanagetheirdesktopworkspaceandorganisetheirfilesinawaythatassiststheir personallearningstyle.Theylearntosaveandretrievecompressedfilesanddevelopanunderstandingofthe characteristicsofdifferentfileformats,suchas.jpeg,.gifand.avi. Studentsdeveloptheirknowledgeaboutthecharacteristicsofdatabymanipulatingvariousdatatypes,suchastext, sound,numbersandimages(stillandmoving),tocreateformattedinformationproductsforexample,essaysand reports,animatedslideshows,andwebsites,brochuresandcartoons.Theyplanthedesignofproducts,influencedby generallyacceptedictpresentationconventions,anddevelopcriteriaforevaluatingtheeffectivenessofeachpresentation style.Theseincludemeetingaudience/userneedsandcommunicatingamessageeffectively.Studentsmakeongoing modificationstotheirproductstoimprovetheirefficiencyandeffectiveness,suchastestingthefunctionalityofpartsofa solution,correctingtypographicalerrorsandeditingtoclarifythemeaningofthemessage. Studentsapplytheirknowledgeofdatacharacteristicstosolvingproblemsforexample,whencalculatingthetimeit takestotraveltoadistantplanetusingvariousfuels,theyelecttousespreadsheetsoftwarebecauseitisdesignedto manipulatenumericdata,unlikewordprocessingsoftware,whichisdesignedtoformattext. StudentsexplorethedistinctionbetweenlegalandillegalusesofICTandcreateinformationproductsthatcomplywith ICTintellectualpropertylaw.Thisparticularlyrelatestocopyright. Studentsdevelopandmanagetheirdigitalbankofevidence,developing,forexample,anelectronicportfolioforarangeof audiences,includingteachers,parentsandpotentialemployers,andusethistodemonstrateandmonitortheirlearning progressinallareasofthecurriculum.
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Theyselectappropriatesearchenginesandusecomplexsearchstrategies(forexample,Boolean)tolocateinformation fromtheInternetandothersources,andtheyevaluatethecredibility,accuracy,reliabilityandcomprehensivenessofthis information.Theyorganiseandstoregatheredinformationtoenableeasyretrieval.Theyaccessonlineinteractivee learningtoolstohelpthemtodevelopknowledgeinallareasofthecurriculum. Studentsuseemailsoftwarefunctionstoorganisetheiremailmailbox.Forexample,theycleanup,archiveandsortemail toallowtheefficientandsecurestorageandretrievalofrelevantmessagesand/orattachments.Theyaccessappropriate websitesandonlineforumssuchasblogsandchatsites,tolocateinformationandtoshareideas,applyingprotocols thatrespectotherusersandthatprotectthepersonalsafetyofstudents.TheypublishtheirworkontheInternetafterithas beentestedandevaluated.
Standards
AtLevel8,studentsselectandapplyICTtoolsandeditingfunctionsthatsupportthefiltering,classifying,representing, describingandorganisingofconcepts,issuesandideas.Theyuseruleusingsoftwaretoassistwithproblemsolving anddecisionmaking. Studentsretrieveandmodifysuccessfulapproachestovisualisingthinkingforuseinnewsituations.Theyexplainwhat featuresofthenewsituationsinfluencedtheirdecisionstouseparticularICTtoolsandtechniques. Studentsusearangeofdatatypes,includingsoundandstillandmovingimages,torecordthedecisionsmadeand actionstakenwhendevelopingnewunderstandingandproblemsolving.Theyevaluatethestrengthsandweaknessesof theirdecisionsandactionsinthegivensituations. ICTforcreating
AtLevel8,studentsindependentlyusetheoperatingsystemtomanagetheirdesktopworkspace.Theyorganisetheir folderslogically,appropriatelynameandlocatefilesforsharingwithothersandapplytechniquestofacilitatetheeasy handlingoflargefiles. Whencreatinginformationproducts,studentspreparedesignsthatidentifythestructureandlayoutoftheproducts,the evaluationcriteria,andtheplansformanagingcollaborativeprojects.Studentsindependentlyapplyarangeof processingskills,functionsandequipmenttosolveproblemsandcreateproductswhichcontainminimalfunctional, typographical,formattingandreadabilityerrors.Duringtheprocessingstageofcollaborativework,studentsmonitor projectplansandrecordreasonsforadjustingthem.Theyapplycriteriatoevaluatetheextenttowhichtheirinformation productsmeetuserneedsandcomplywithintellectualpropertylaws.TheyuseICTinasafe,efficientandeffective manner. Studentskeeptheirbankofdigitalevidenceuptodate,andensureitiseasytonavigate,complieswithICTpresentation conventionsanddemonstratesadiversityofICTskillsandknowledge. ICTforcommunicating
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AtLevel8,studentsselectthemostappropriatesearchenginestolocateinformationonwebsites.Theyusecomplex searchstrategiestorefinetheirsearches.Theyjudgetheintegrityofthelocatedinformationbasedonitscredibility, accuracy,reliabilityandcomprehensiveness. Studentssharetheirideasthroughtheirblog,websiteorotherpublicforums,whicharecorrectlyformatted,complywith ICTconventionsanddemonstrateanawarenessofthecharacteristicsthatcontributetoproductsmeetingtheirpurpose. Studentsorganisetheiremailmailboxintoalogicalstructureandmaintainit.Theyevaluatethemeritsofcontemporary communicationtools,takingintoaccounttheirsecurity,easeofuse,speedofcommunicationandimpactonindividuals.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinInformationandCommunicationsTechnology,they usecomplexICTtoolsandtechniquestovisuallyrepresent,model,reframeandrefinetheirthinkingtoassistin developingnewunderstanding.Forexample,theycanrepresentcausalreasoningbyusinggraphicorganiserssuchas causeandeffectdiagrams,influencediagramsandexploreandrepresenttheinterdependencebetweendifferent componentsofasituationbyusingexpertsystems,spreadsheetsandmicroworlds.Bychangingthevaluesofsome variablecomponents,studentscanvisualisetheeffectoftheseontheconstantcomponentstoassisttheir understanding. Inadditiontorecordingandevaluatingthedecisionsandactionstakenwhendevelopingnewunderstandingandsolving problems,studentslearntoassesstheirsuitabilityfornewsituationsandmakeadaptationswherenecessary. Workinginrealandvirtualteams,studentscollaborativelydevelopconventionsforstoringandpresentinginformation (suchasstyleguides,filenames,filestructure,fileaccessrights)tocreateinformationproductsandsolveproblemsset inrealworldcontextsinallareasofthecurriculum.Theyinvestigatethreatstodatasecurity,suchasaccidentalloss (failuretofollowfilemanagementprocedures),stealing(filesfromanetwork),anddatacorruptionbyvirusesand hackers.Thisinvestigationcouldfocusonthepreventativeactionstakenbybusinesseswithinthelocalcommunityto protecttheirdataandinformation.TheyapplyICTtechniquesandprivacylawprinciplestoprotectindividualandteam filesfromunauthorisedaccessandaccidentaldamage. Students,individuallyandinteams,useICTtomakedetailedprojectplansthatsequencetaskstobedone,resources neededandtimelinesforcompletion.Theyannotatetheseplanstoexplainchangesmadeduringtheexecutionoftasks. Whenselectinghardwareandsoftwareforeachtask,studentsconsiderthecapabilitiesandlimitationsofthesetools andrecognisethattheirchoiceisinfluencedbythecharacteristicsofthedatatobemanipulated.Studentsconsidernew oremergingICTusedinworkplaces,andhowtheirnewcapabilitieswouldchangethewaystudentsprocessdataand informationwhendevelopinginformationproducts. Studentsconsistentlyapplycommonlyacceptedictpresentationconventionsanduseefficientproceduresand techniquestosolveproblems,andcreatequalityinformationproductsthatfulfiltheirpurpose.Forexample,templates, macrosandkeyboardshortcutsreducethetimetakentoprocessdataandincreasetheaccuracyofcreatingsolutions andproducts.Also,usingchecklistshelpsconfirmthecompletenessofproductsandproofreadingassistsindetecting typographicalandreadabilityerrors. StudentsacceptandrespectdifferencesinothersapproachestousingICTforsolvingproblemsanddesigning products,andrespectculturaldiversityamongusersofICTforexample,usingiconsonawebsitetoindicatefunctions suchasprintandmail,whichareuniversallyrecognised,andusingsymbolsthatarenotoffensivetodifferentcultures. StudentsuseICTtechniquestomaketheirinformationproductsaccessibletoawideaudience,takingintoaccount specialneeds.Forexample,providingoptionstoviewawebsiteindifferentfontsizesassistsvisuallyimpairedpeople, andtranscriptsofaudiomaterialassistthehearingimpaired. Studentsdevelopcriteriatoevaluatetheirownandothersworkandusethemtoassessqualityandtheextenttowhich thepurposeisfulfilled.Forexample,studentscomparethequalityoftheirwebsitewithacommercialone,takinginto accounttheknowledgeandskillstypicalofprofessionalwebsitedesigners.
21

Studentsbuildonskillsdevelopedinpreviouslevelstoshareideaswiththeteacherandothersthrougharangeof electroniccommunicationmeanssuchasemail,contributingtoforums,SMSmessaging,andinteractingwithwebsites suchasWikipedia(http://en.wikipedia.org/wiki/Main_Page),whichallowviewerstomakemodificationstothecontent. Studentsexpandtheirskillsinlocatinginformationonwebsitesbyusinggeneralandspecialiseddirectories.Theyrefine theirsearchingtechniquestogetmorepreciseresultsbyusingwithinsuitablesearchengines,proximityoperators, whichspecifywhereoneterminadocumentmustappearinrelationtoanotherterm.Theydevelopknowledgeand understandingabouttheethicaluseofICTthroughpracticalexperience,observationoftheirownandothersbehaviour, andbyresearchingstrategiesforprotectingvulnerableusersfromaccessingorreceivingunwantedinformationfromthe Internet.
Standards
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Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinInformationandCommunicationsTechnology,they usecomplexICTtoolsandtechniquestovisuallyrepresent,model,reframeandrefinetheirthinkingtoassistin developingnewunderstanding.Forexample,theycanrepresentcausalreasoningbyusinggraphicorganiserssuchas causeandeffectdiagrams,influencediagramsandexploreandrepresenttheinterdependencebetweendifferent componentsofasituationbyusingexpertsystems,spreadsheetsandmicroworlds.Bychangingthevaluesofsome variablecomponents,studentscanvisualisetheeffectoftheseontheconstantcomponentstoassisttheir understanding. Inadditiontorecordingandevaluatingthedecisionsandactionstakenwhendevelopingnewunderstandingandsolving problems,studentslearntoassesstheirsuitabilityfornewsituationsandmakeadaptationswherenecessary. Workinginrealandvirtualteams,studentscollaborativelydevelopconventionsforstoringandpresentinginformation (suchasstyleguides,filenames,filestructure,fileaccessrights)tocreateinformationproductsandsolveproblemsset inrealworldcontextsinallareasofthecurriculum.Theyinvestigatethreatstodatasecurity,suchasaccidentalloss (failuretofollowfilemanagementprocedures),stealing(filesfromanetwork),anddatacorruptionbyvirusesand hackers.Thisinvestigationcouldfocusonthepreventativeactionstakenbybusinesseswithinthelocalcommunityto protecttheirdataandinformation.TheyapplyICTtechniquesandprivacylawprinciplestoprotectindividualandteam filesfromunauthorisedaccessandaccidentaldamage. Students,individuallyandinteams,useICTtomakedetailedprojectplansthatsequencetaskstobedone,resources neededandtimelinesforcompletion.Theyannotatetheseplanstoexplainchangesmadeduringtheexecutionoftasks. Whenselectinghardwareandsoftwareforeachtask,studentsconsiderthecapabilitiesandlimitationsofthesetools andrecognisethattheirchoiceisinfluencedbythecharacteristicsofthedatatobemanipulated.Studentsconsidernew oremergingICTusedinworkplaces,andhowtheirnewcapabilitieswouldchangethewaystudentsprocessdataand informationwhendevelopinginformationproducts. Studentsconsistentlyapplycommonlyacceptedictpresentationconventionsanduseefficientproceduresand techniquestosolveproblems,andcreatequalityinformationproductsthatfulfiltheirpurpose.Forexample,templates, macrosandkeyboardshortcutsreducethetimetakentoprocessdataandincreasetheaccuracyofcreatingsolutions andproducts.Also,usingchecklistshelpsconfirmthecompletenessofproductsandproofreadingassistsindetecting typographicalandreadabilityerrors. StudentsacceptandrespectdifferencesinothersapproachestousingICTforsolvingproblemsanddesigning products,andrespectculturaldiversityamongusersofICTforexample,usingiconsonawebsitetoindicatefunctions suchasprintandmail,whichareuniversallyrecognised,andusingsymbolsthatarenotoffensivetodifferentcultures. StudentsuseICTtechniquestomaketheirinformationproductsaccessibletoawideaudience,takingintoaccount specialneeds.Forexample,providingoptionstoviewawebsiteindifferentfontsizesassistsvisuallyimpairedpeople, andtranscriptsofaudiomaterialassistthehearingimpaired. Studentsdevelopcriteriatoevaluatetheirownandothersworkandusethemtoassessqualityandtheextenttowhich thepurposeisfulfilled.Forexample,studentscomparethequalityoftheirwebsitewithacommercialone,takinginto accounttheknowledgeandskillstypicalofprofessionalwebsitedesigners.
23

Studentsbuildonskillsdevelopedinpreviouslevelstoshareideaswiththeteacherandothersthrougharangeof electroniccommunicationmeanssuchasemail,contributingtoforums,SMSmessaging,andinteractingwithwebsites suchasWikipedia(http://en.wikipedia.org/wiki/Main_Page),whichallowviewerstomakemodificationstothecontent. Studentsexpandtheirskillsinlocatinginformationonwebsitesbyusinggeneralandspecialiseddirectories.Theyrefine theirsearchingtechniquestogetmorepreciseresultsbyusingwithinsuitablesearchengines,proximityoperators, whichspecifywhereoneterminadocumentmustappearinrelationtoanotherterm.Theydevelopknowledgeand understandingabouttheethicaluseofICTthroughpracticalexperience,observationoftheirownandothersbehaviour, andbyresearchingstrategiesforprotectingvulnerableusersfromaccessingorreceivingunwantedinformationfromthe Internet.
Standards
AtLevel10,studentsusearangeofICTtoolsanddatatypestovisualisetheirthinkingstrategieswhensolvingproblems anddevelopingnewunderstanding.TheyusevisualisingthinkingtoolsandapplyICTtechniquestosupportcausal reasoningandtomodelanddescribethedynamicrelationshipbetweenvariableandconstantdatavaluestotest hypotheses. StudentsareefficientandeffectiveintheiruseofappropriateICTtoolsandeditingtechniquesforassistinginvisualising thinking.Whensolvingproblems,studentsdiscriminatebetweensuchtoolsandstrategiesbasedontheirsuitabilityfor problemsolvinginnewsituations. ICTforcreating
AtLevel10,studentsappraisedifferentstrategiesfororganisingandmanagingresourcesinvolvedinproblemsolving andcreatinginformationproducts.TheyuseICTtodevisedetailedplansthatsequencetaskstobedone,resources needed,andtimelinesforcompletion.Theyannotatetheirplanstoexplainchangesmadeduringtheproject. Individually,andasteammembers,studentsapplyarangeoftechniques,equipmentandproceduresthatminimisethe cost,effortandtimeofprocessingICTsolutionsandmaximisetheaccuracy,clarityandcompletenessoftheinformation. Theyapplystrategiesthatprotecttheirfilesfrombeingcorrupted,stolenoraccidentallylost.Theirproductsdemonstratea clearsenseofpurposeandrespectfortheaudience.Studentsapplyprocessingpracticesthattakeintoaccounttheir legalobligationsandethicalconsiderations.Theycomparetheirownsolutionswithothersandjustifysuggestionsto improvequality. ICTforcommunicating
AtLevel10,studentsexchangeideasandconsideredopinionswithothersthroughonlineforumsandwebsites. Studentsapplytechniquestolocatemorepreciseinformationfromwebsites,includingsearchinggeneraland specialiseddirectories,andapplyingproximityoperators.Theyuseacceptedprotocolstocommunicateregularlyonline withpeers,experts,andothers,expressingtheirmessagesinlanguageappropriatetotheselectedformof communication,anddemonstratingrespectforculturaldifferences.
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Interpersonal Development
2 2 2 3 7 7 8 9 10 11 12 13 14 15 16 17
IntroductiontoInterpersonalDevelopment
LearningintheInterpersonalDevelopmentdomainsupportsstudentstoinitiate,maintainandmanagepositivesocial relationshipswitharangeofpeopleinarangeofcontexts.Itisthroughthedevelopmentofpositivesocialrelationshipsthat individualsbecomelinkedtosociety,developasenseofbelongingandlearntoliveandworkwithothers.Inapluralistic, multiculturalsocietysuchasAustralia,withvaryinginterests,valuesandbeliefs,itisessentialthatindividualslearnto participateingroupswhosemembersarefromdiversebackgrounds.Inthisdomainthereisaparticularfocusondeveloping studentscapacitytoworkcooperativelyaspartofateamasthisiswidelyacknowledgedasbeingacorerequirementfor successintheworkplaceandinthecommunity. Buildingeffectivesocialrelationshipsandrelatingwelltoothersrequiresindividualstobeempathetic,andtobeabletodeal effectivelywiththeirownemotionsandinnermoods.Italsorequiresthemtobeawareofthesocialconventionsand responsibilitiesthatunderpintheformationofeffectiverelationships.Allsocialrelationshipshavethepotentialtocreate conflict.Studentsneedtodeveloptheskillsandstrategiestomanageandresolveconflictinasensible,fairandeffective mannerandnotseeitassomethingtoavoidoreliminate. Workingcooperativelyaspartofateamrequirestheskillsoutlinedabove.Inaddition,itrequiresindividualstobeableto balancecommitmenttothegroupanditsnormswiththeirownneeds.Thisrequirescompetenceinpresentingtheirown ideasandlisteningtothoseofothers,approachingtopicsfromdifferentviewpoints,andunderstandingtheirspecificroleand responsibilitiesinrelationtothoseofothersandtheoverallteamgoal. Relationshipswithpeersandadultsattheschoolprovidestudentswithopportunitiesforreflectionandgrowth.Adultsatthe schoolcanreinforcethislearningbyprovidingpositiverolemodels.Interactionsshouldbepositive,fair,respectfuland friendlyandbesupportedbyaclassroomculturewhichisopen,honestandaccepting. TheInterpersonalDevelopmentdomainprovidesstudentswithlearningopportunitiesandexperiencesthatwillsupporttheir learningacrossthecurriculum,particularlyinrelationtoworkinginteamswherecollaborationandcooperation,sharing resourcesandcompletingagreedtasksontimearehighlighted.Learningrelatedtobuildingsocialrelationships encouragesstudentstomaintainpositivelearningenvironmentsacrosstheirlearningprograms.
StructureoftheInterpersonalDevelopmentDomain
TheInterpersonalDevelopmentdomainusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementandasetofstandards.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In InterpersonalDevelopment,standardsforassessingandreportingonstudentachievementapplyfromFoundation,although atthisleveltheyarenotorganisedbydimension.
Dimensions
StandardsintheInterpersonalDevelopmentdomainareorganisedintwodimensions:
l l
Buildingsocialrelationships Workinginteams.
Buildingsocialrelationships
LearningintheBuildingsocialrelationshipsdimensionsupportsstudentstoinitiate,maintainandmanagepositivesocial relationshipswithadiverserangeofpeopleinarangeofcontexts.Studentslearnaboutandpractisethesocialconventions whichunderpinrelationshipsandlearnhowtoactinsociallyresponsibleways.Strategiesforunderstanding,managingand resolvingconflictarealsoanimportantfocus.
Workinginteams
IntheWorkinginteamsdimensionstudentsdeveloptheknowledge,skillsandbehaviourstocooperatewithothersto contributetotheachievementofgroupgoals.Thefocusisnotonlytaskachievement,butalsooncontributingto,and reflectingon,thelearningwhichoccursthroughbeingpartofateam.
StagesofLearninginInterpersonalDevelopment
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheInterpersonalDevelopmentdomain. ThefollowingdescriptionidentifiessomekeydevelopmentalissuesforteachersandstudentsintheInterpersonal Developmentdomain.Linksaremadebetweenphysicaldevelopment(includingthebrain),educationaltheory,andsocial, cognitiveandemotionaldevelopment. FoundationtoLevel4Layingthefoundations Thefirstchallengeforchildrenatschoolistosocialiseandconnectwithteachersandotherstudents,andsuchengagement behavioural,emotionalandcognitiveremainscriticaltosuccessthroughoutschooling.Behavinginawaythatis cooperativeandconsiderateofothers,demonstratesaminimallevelofengagementthatallowsstudentstofunction effectivelytogetherandwiththeirteachers. Socialengagementencouragesstudentstobehaveasgroupmembersandtofeelapositiveemotionalconnectiontoother people,groupsandtheschool.Emotionalengagementmaybedefinedintermsofgeneralwellbeingatschool,as evidencedby,forexample,feelingsofhappiness,safety,calmnessandempowerment,asopposedtosadness,worry, helplessnessandstress. Emotionalengagementmaybedefinedintermsofidentificationwiththeschool.Asenseofbelongingatschoolcomesfrom experiencingsafetyandsecurityunderstandingthesocialvaluesandnormsthatinformtherulesandpracticesofthe classroombeingprovidedwithopportunitiestoparticipateinameaningfulwayhavingopportunitiesthatarerealistic(given astudentslevelofdevelopment)andbeinggivenrecognitionforeffort.
Studentswhounderstandthevaluesandpracticesoftheclassroom,andwhodeveloptheknowledge,behaviourandskills tolearningroups,aremorelikelytodevelopselfworthandconfidence.Thosewhoareemotionallyengagedarelikelyto complywithschoolrulesandexpectations,todevelophabitsofconfidenceandoptimism,tobemotivated,todeveloppro socialbehaviours,andtodevelopemotionalskills.Emotionalskillsthatarefundamentaltodevelopingmoresophisticated groupbehavioursareselfawareness,selfregulation,motivation,persistenceandempathy. InLevels3and4,studentsbegintoshifttheirfocusfromtheirinnertotheirsocialworld.Throughtheirrelationshipsthey expandtheirsocialworldandlearnhowtorecognisetheneedsofothers.Theyrespectandsupporteachother,offering assistanceandgivingappropriatefeedbackwhenappropriate. Friendshipprovidesopportunitiesforsocialgrowth.Studentsformattachments,makeemotionalinvestmentsandform bondsoutsidethefamily.Theybecomeawareofcommoninterestsandunderstandings,valuessuchasloyaltyandtrust, andhowthesecontributetojoyandfun.Learningandplayingingroups,theybecomemoreawareofdiverserulesand customs,developsocialskillssuchasnegotiation,conflictmanagement,groupdecisionmaking,toleranceandsocial problemsolving.Aswellasjoyandsatisfaction,studentsexperienceconflictanddisappointment.Learningthatencourages inclusive,ratherthanexclusivesocialbehaviours(suchasbullying),isfundamentalatthisstageofinterpersonal development. Withthisswitchinfocus,studentsalsobecomemoreawareoftheirownvaluesystemsandthoseofothers.Thisisatimeof moraldevelopmentwherechildrenbeginmovingfromanelementarystagepreoccupiedwiththeirownneedstowards somerecognitionoftheneedsofothersandadegreeofreciprocity.Valueseducationthatinformssocialskillsdevelopment isimportantatthisstageofschooling. Levels5to8Buildingbreadthanddepth DuringLevels5to8moststudentsexperiencethemovefromprimarytosecondaryschool.Theselevelsofschoolingtendto covertwodistinctphasesLevels5and6,andLevels7and8.Duringtheformer,somestudentswillexperiencetheonset ofadolescence(beginpuberty),whileotherswillremaininlatechildhood.Differencesinemotional,behaviouraland cognitivedevelopmentamongstudentsmaybevast.Theymayexperiencedramaticphysicalandemotionalchangesthat are,attimes,allconsuming. Youngpeoplewillincreasinglydifferentiatethemselvesintermsoftheirpeers,physicalattributesandcompetence,and begintorecognisesimilaritiesanddifferencesinthevaluesandbeliefsofothers. Theshiftfromchildhoodtoadolescenceisaccompaniedbytheshiftfromprimarytosecondaryschooling.Manyyoung peoplefindthisshiftexcitingandchallenging,aswellasstressfulandconfronting.Studentsareoftensubjectedtomore competitivestandardsandinstitutionalisedformsofemotionalandbehaviouralmanagement.Stressmayimpedethe developmentoftheadolescentbrain.Thereisalsoevidencetoindicatethatstresshasamorenegativeeffectonthebrain developmentoffemalesthanmales,especiallyforperiodsofprolongedstress.Asupportivesocialcontextis,then,as importantasatanyotherlevelsofschooling. Asupportivesocialcontextincludesrelationshipsandteamexperiencesthathelpadolescentstomaintainpositiveoutlooks andattitudes.Encouragingyoungpeopletosupportandcomplementeachother,tobuildtrust,toappreciatesimilaritiesand difference,toreflectonmotivesandpossibilitiesaresomeofthebehavioursthatbuildasupportivesocialcontext. Developingtheskillsforconnectingwithsupportiveadultsandprosocialpeergroupsisvitalduringthisphaseof development.Studentswhocommunicateeffectively,developpositivethinkinghabitsandcopingskills,workcooperatively, haveselfcontrol,andareabletoresolveconflictsthoughtfullywithoutresortingtoavoidanceoraggression,aremostlikelyto developtheskillsandbehaviourstoworkwithothersinteams.Theytakeresponsibilityandsupportothers.
Theadolescentbrainisnotfullymaturefromaround12to18levelsofageheavilyusedpartsofthebraindevelop,and unusedpartsofthebrainarepruned.Thisprocessismostpredominantintheprefrontalcortex,anareaofthebraincritical foranticipatingconsequences,controllingimpulsesandmoodmodulation. Areducedcapacitytomodulatemoodsmakesyoungpeoplevulnerabletonegativethoughtswhenreflectingonselfand others.Consequently,thecapacityofadolescentstoemploypositivecopingstrategieswhenmanagingconflictandstress maybediminished.Thismayoccuratatimewhenadditionalpressuresandexpectationsareoccurringintheirlives.Many adolescentsalsohaveareducedcapacitytoreadsocialsituationsoreventheemotionsofothers.Structuredtasksmayhelp studentstorecognisepeerinfluenceontheirbehaviour. Tocompensatefortheunderdevelopmentoftheprefrontalcortex,theadolescentbrainreliesheavilyonotheremotional centresinthebrain,creatingatendencytoreactoninstincts.Learninghowtomanageemotions,predictconsequences, developoptimisticthinkinghabitsandsetgoalsarebehavioursandskillsthatwillhelpyoungpeopletoworkcollaboratively. Levels9to10Developingpathways BythetimestudentsreachLevel9theyarewellintoadolescenceandbeginningtoseetheirfutureasadults.Theyare:
l l l l l l l l l
acceptingtheirphysiqueandtheirgenderidentity developingmoresupportiverelationshipswiththeirpeers gainingindependencefromtheirparentsandteachers seekingeconomicindependence thinkingaboutanoccupation developingintellectualskillsandconceptsnecessaryforciviccompetence desiringandachievingsociallyresponsiblebehaviour imaginingthesortoflifetowhichtheyaspire buildingconsciousvaluescongruentwithanadequatescientificworldpicture.
Inshort,itisatimeofincreasingresponsibilityandexpectation.Youngpeoplereconsiderwhathasbeeninculcatedinthem, andacquireapersonalpointofviewandapersonalplaceintheworld.Somemayreachanawarenessofuniversalvalues andethicalprinciples. Parentsandteachersoftenbecomelessimportantmodels,especiallywithregardtoissuesthatareofimmediateconcern. Incontrast,peersbecomemoreimportantasmodels.Programsthatencouragepositivepeerinfluence,andlinkyouthswith adultswillhavepositiveoutcomesintermsofresilienceandcopingstyles. Thegreatestshiftincopingoccursbetween14and16levels,whichmakeittheoptimumtimeforstudentstoreflectontheir copingbehavioursanddevelopparticularstrategies. Copingskillsareoftenseeninthecontextofabroadersetofskills,attitudesandbeliefsrelatedtoresilience.Resilientyoung people:
l l l l l
formattachmentstoprosocialgroupsatschoolandinthecommunity formrelationshipswithadiverserangeofpeopleincludingsignificantadults haveapositiveattitude,protectivecopingskillsandasenseofoptimism aredevelopingasenseofpurposeinlife havestabledomesticorlivingarrangements.
Acommonfactorineachoftheaboveisthesenseofbelongingandinvolvementthatcomesfrombeingameaningfuland usefulcontributortothegroup,whetherthisbepeer,work,familyorcommunity. Youngpeoplearemoremotivatedwhentheyseethelinkbetweentasks,theirviewofthemselvesandtheirfuture.Students whohavetheknowledge,skillsandbehaviourstodothiswillbecapableofgivingandseekingthesupportthatwillassist themtobecomevaluablecontributorstotheirfamilies,communitiesandworkplaces.Theywillalsobemorelikelytocreate theconditionsnecessaryforgivingandreceivingthesocial,emotionalandintellectualsupportneededtoachievefull potentialinhigherlevelsofschoolingandbeyond.
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofFoundationstandardsinInterpersonalDevelopment,theyinteractwiththeir peers,teachersandotheradultsinarangeofcontexts.Theylearntoplayconstructivelytogetherandareencouragedto developfriendshipswithpeers. Studentslearntomanagetheirimpulsesbydevelopinghabitsandroutinesthathelpthemtobeacooperativeclass member.Theydevelopavocabularytodescribetheemotionstheyexperiencewheninteractingwithothers. Withteachersupport,studentsbegintoidentifyanddeveloptheskillsrequiredtoworktogetherinagroup,including takingturns,andsharingandcaringforequipmentandresources.Throughsupportedreflectionontheirown experiencesofworkingwithapartner,insmallgroupandwholeclasssituations,studentssharetheirthoughtsongroup collaborationandlearntodescribeandpractiseskillsthatcontributetotheformationofpositiverelationships,and explainwhytheseskillsaredesirable. Whileplayinggamesandparticipatinginclassroomactivities,studentspractiselisteningtoothersandrecordingor retellingwhatothershavesaid.Withteachersupport,theypractiseusingtheseskillswiththeirpeersinavarietyof contextsandbegintoidentifywhenitwouldbeusefultoapplytheseskillsinothersituations. Studentsaresupportedtodevelopappropriatelanguagetoexplainwhathappensandhowtheyfeelwhenexperiencing conflictand/orbullying.Theybegintounderstandhowtheiractionsaffectothers.Studentslearnthatsomepeoplehave specialneedsandtorespecttherights,feelingsandeffortsofothers.
Standards
Atthislevelstandardsarenotorganisedbydimensions. InterpersonalDevelopment
AtFoundation,studentsidentifythequalitiesofafriendanddemonstratecareforotherstudents.Theycontributetothe developmentofpositivesocialrelationshipsinarangeofcontexts.Theyuseappropriatelanguageandactionswhen dealingwithconflict.Studentsdescribebasicskillsrequiredtoworkcooperativelyingroups.
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsinInterpersonalDevelopment,theyinteractwiththeir peers,olderandyoungerstudentsandadults,inarangeofcontexts.Withteachersupport,studentsreflectonpersonal qualitieswhichcontributetothedevelopmentandmaintenanceoffriendships.Theybegintodevelopandexhibit appropriatebehavioursformaintainingpositivesocialrelationships. Throughactivitiessuchasreading,discussionandroleplay,studentslearntorecogniseanddescribethefeelingsand emotionalresponsesofothers.Theycomparethesewiththeirownemotionalresponsesandadjusttheirbehaviourin response. Studentslearntorecognisethattheiractionshaveconsequencesforboththemselvesandothersinsocialcontexts.They begintothinkintermsofotherpeoplesfeelingsandneeds,especiallywhenresolvingconflictordealingwithbullyingfor example,bysayingsorryortakinganotherpersonspointofviewintoconsideration. Studentslearntoworkinteamstocompletestructuredactivitieswithinasettimeframe(theteachermayselecttheteams andallocaterolesandresponsibilities).Studentslearntostayontaskandshareresourcesfairly.Inresponseto questionsandprompts,theylearntoreflectontheteamschallengesandsuccessesandtheircontributiontotheteams effectiveness.
Standards
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel2standardsinInterpersonalDevelopment,theyinteractwiththeir peers,olderandyoungerstudentsandadults,inarangeofcontexts.Withteachersupport,studentsreflectonpersonal qualitieswhichcontributetothedevelopmentandmaintenanceoffriendships.Theybegintodevelopandexhibit appropriatebehavioursformaintainingpositivesocialrelationships. Throughactivitiessuchasreading,discussionandroleplay,studentslearntorecogniseanddescribethefeelingsand emotionalresponsesofothers.Theycomparethesewiththeirownemotionalresponsesandadjusttheirbehaviourin response. Studentslearntorecognisethattheiractionshaveconsequencesforboththemselvesandothersinsocialcontexts.They begintothinkintermsofotherpeoplesfeelingsandneeds,especiallywhenresolvingconflictordealingwithbullyingfor example,bysayingsorryortakinganotherpersonspointofviewintoconsideration. Studentslearntoworkinteamstocompletestructuredactivitieswithinasettimeframe(theteachermayselecttheteams andallocaterolesandresponsibilities).Studentslearntostayontaskandshareresourcesfairly.Inresponseto questionsandprompts,theylearntoreflectontheteamschallengesandsuccessesandtheircontributiontotheteams effectiveness.
Standards
AtLevel2,studentsbehaveappropriatelyinarangeofsocialsituations.Theyidentifythefeelingsandneedsofother people.Studentsidentifyandacceptthatthereareconsequencesfortheiractions.Theytakeappropriatestepstoresolve simpleconflicts. Workinginteams
AtLevel2,studentsworkinteamsinassignedroles,stayontaskandcompletestructuredactivitieswithinset timeframes.Theyshareresourcesfairly.Withteachersupport,theydescribetheircontributiontotheactivitiesoftheteam.
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinInterpersonalDevelopment,theyinteractwiththeir peers,olderandyoungerstudents,andadultsinbothinformalandformalcontexts.Theydeveloptheirskillsand strategiesforgettingtoknowandunderstandotherswithinincreasinglycomplexsituations.Withteachersupport,they identifydifferenttypesoffriendshipsandrelationships.Theydiscusstheexpectationstheyhaveoffriendshipand relationshipgroupsandacknowledgetheexpectationsthatothershaveofthem.Theyrecognisethatrelationships changeandthatpositiverelationshipsdonotdependonalwaysagreeingwithoneanother. Studentsareencouragedtothinkabouttheirvaluesandhowtheseaffecttheirfeelingsandbehaviour.Theyare supportedtodeveloprelationshipsbasedonrespectandthevaluingofindividualdifferencesforexample,speaking respectfullyaboutothers,listeningandrespondingappropriatelyandencouragingotherscontributions.Theylearnto respectotherstudentsbelongingsand,whenappropriate,tosharetheirown. Studentsbegintoexplorethelinkbetweentheirfeelingsandtheirbehaviour.Theylearnaboutempathyandusethisto begintorespondtotheneedsofothers.Usingpromptsandquestions,theydevelopskillsingivingandaccepting constructivefeedbackforexample,praisingormakingsuggestionsforimprovement. Studentsareintroducedtoavarietyofstrategiesfordealingwithconflictandbullying.Byarticulatingtheconflicttobe resolved,theydiscussoptionsandoutcomesandworkwithotherstodevelopplansandprocedurestoreducethe possibilityofconflict,avoidorresolveconflict. Inteams,studentsworktowardstheachievementofagreedgoalswithinasettimeframe.Withteacherassistance,they developawarenessoftheirroleintheteamandresponsibilitiesinvarioussituations,andinteractwithothers accordingly.Studentsbegintobeawarethatdifferentpointsofviewmaybevalid.Usingprovidedcriteria,theyreflecton theeffectivenessoftheteamsinwhichtheyparticipate.
Standards
10
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinInterpersonalDevelopment,theyinteractwiththeir peers,olderandyoungerstudents,andadultsinbothinformalandformalcontexts.Theydeveloptheirskillsand strategiesforgettingtoknowandunderstandotherswithinincreasinglycomplexsituations.Withteachersupport,they identifydifferenttypesoffriendshipsandrelationships.Theydiscusstheexpectationstheyhaveoffriendshipand relationshipgroupsandacknowledgetheexpectationsthatothershaveofthem.Theyrecognisethatrelationships changeandthatpositiverelationshipsdonotdependonalwaysagreeingwithoneanother. Studentsareencouragedtothinkabouttheirvaluesandhowtheseaffecttheirfeelingsandbehaviour.Theyare supportedtodeveloprelationshipsbasedonrespectandthevaluingofindividualdifferencesforexample,speaking respectfullyaboutothers,listeningandrespondingappropriatelyandencouragingotherscontributions.Theylearnto respectotherstudentsbelongingsand,whenappropriate,tosharetheirown. Studentsbegintoexplorethelinkbetweentheirfeelingsandtheirbehaviour.Theylearnaboutempathyandusethisto begintorespondtotheneedsofothers.Usingpromptsandquestions,theydevelopskillsingivingandaccepting constructivefeedbackforexample,praisingormakingsuggestionsforimprovement. Studentsareintroducedtoavarietyofstrategiesfordealingwithconflictandbullying.Byarticulatingtheconflicttobe resolved,theydiscussoptionsandoutcomesandworkwithotherstodevelopplansandprocedurestoreducethe possibilityofconflict,avoidorresolveconflict. Inteams,studentsworktowardstheachievementofagreedgoalswithinasettimeframe.Withteacherassistance,they developawarenessoftheirroleintheteamandresponsibilitiesinvarioussituations,andinteractwithothers accordingly.Studentsbegintobeawarethatdifferentpointsofviewmaybevalid.Usingprovidedcriteria,theyreflecton theeffectivenessoftheteamsinwhichtheyparticipate.
Standards
AtLevel4,studentsdemonstraterespectforothersandexhibitappropriatebehaviourformaintainingfriendshipswith otherpeople.Theysupporteachotherbysharingideasandmaterials,offeringassistance,givingappropriatefeedback andacknowledgingindividualdifferences.Theyworkwithotherstoreduce,avoidandresolveconflict. Workinginteams
AtLevel4,studentscooperatewithothersinteamsforagreedpurposes,takingrolesandfollowingguidelines establishedwithinthetask.Theydescribeandevaluatetheirowncontributionandtheteamsprogresstowardsthe achievementofagreedgoals.
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Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinInterpersonalDevelopment,theydevelopskillsand behavioursforconnectingwithavarietyofgroups,includingpeerandcommunitygroups.Studentsparticipateinarange ofclassroomactivitieswheretheyexplorethesimilaritiesanddifferencesinthevaluesandbeliefsofarangeof individualsandgroups.Theybegintoreflectonwhatthismaymeanforthemselveswhenbuildingandmaintaining relationshipswithadiverserangeofpeople.Theyexploreanddiscussbehaviourswhichdemonstratesensitivityto culturaldifferencesintheirinteractionswithothers. Studentscomparetheirbeliefsandvalueswithothers,andconsiderhowtheseinfluencefeelingsandbehaviour. Throughdiscussionandactivitiessuchasroleplay,theyreflectoninclusion,belongingandtolerance.Theyconsider howitfeelstobeexcludedfromagroup.Theyidentifyexamplesofbullyinginarangeofcontexts.Theyexploretheimpact ofbullyingonpeoplessenseofselfworthandareassistedtoidentify,discussandusedifferentstrategiestoreduce, avoidandresolvebullying. Studentsbegintorecogniseanddiscusstheinfluencethatpeerscanhaveontheirbehaviourandconsiderresponse options. Studentsexplorearangeofcontexts,bothwithinandbeyondschool,inwhichindividualsarerequiredtoworkeffectively aspartofateam.Theydiscussappropriateknowledge,skillsandbehavioursinthesecontextsandtheimportanceof developingthese. Workingindifferentteams,studentsareprovidedwithopportunitiestocompletetasksofvaryinglengthandcomplexity.In doingso,theylearntoidentifythecharacteristicsofmembersineffectiveteamsandtodevelopdescriptionsforparticular rolessuchasleader,recorderandparticipant.Studentscontributetothedevelopmentofandusecriteriaforevaluating theirownandtheteamseffectivenessinteamwork.
Standards
12
Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinInterpersonalDevelopment,theydevelopskillsand behavioursforconnectingwithavarietyofgroups,includingpeerandcommunitygroups.Studentsparticipateinarange ofclassroomactivitieswheretheyexplorethesimilaritiesanddifferencesinthevaluesandbeliefsofarangeof individualsandgroups.Theybegintoreflectonwhatthismaymeanforthemselveswhenbuildingandmaintaining relationshipswithadiverserangeofpeople.Theyexploreanddiscussbehaviourswhichdemonstratesensitivityto culturaldifferencesintheirinteractionswithothers. Studentscomparetheirbeliefsandvalueswithothers,andconsiderhowtheseinfluencefeelingsandbehaviour. Throughdiscussionandactivitiessuchasroleplay,theyreflectoninclusion,belongingandtolerance.Theyconsider howitfeelstobeexcludedfromagroup.Theyidentifyexamplesofbullyinginarangeofcontexts.Theyexploretheimpact ofbullyingonpeoplessenseofselfworthandareassistedtoidentify,discussandusedifferentstrategiestoreduce, avoidandresolvebullying. Studentsbegintorecogniseanddiscusstheinfluencethatpeerscanhaveontheirbehaviourandconsiderresponse options. Studentsexplorearangeofcontexts,bothwithinandbeyondschool,inwhichindividualsarerequiredtoworkeffectively aspartofateam.Theydiscussappropriateknowledge,skillsandbehavioursinthesecontextsandtheimportanceof developingthese. Workingindifferentteams,studentsareprovidedwithopportunitiestocompletetasksofvaryinglengthandcomplexity.In doingso,theylearntoidentifythecharacteristicsofmembersineffectiveteamsandtodevelopdescriptionsforparticular rolessuchasleader,recorderandparticipant.Studentscontributetothedevelopmentofandusecriteriaforevaluating theirownandtheteamseffectivenessinteamwork.
Standards
AtLevel6,studentsdemonstrate,throughtheirinteractionsinsocialsituations,respectforadiverserangeofpeopleand groups.Studentsdescribetheimpactofbullying.Theyacceptanddisplayempathyforthepointsofviewandfeelingsof theirpeersandothers.Theyidentifyanduseavarietyofstrategiestomanageandresolveconflict. Workinginteams
AtLevel6,studentsworkeffectivelyindifferentteamsandtakeonavarietyofrolestocompletetasksofvaryinglengthand complexity.Theyworkcooperativelytoallocatetasksanddeveloptimelines.Studentsacceptresponsibilityfortheirrole andtasks.Theyexplainthebenefitsofworkinginateam.Theyprovidefeedbacktoothersandevaluatetheirownandthe teamsperformance.
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Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinInterpersonalDevelopment,theydeveloppositive relationshipsthroughunderstandingandrespectingothers.Theyparticipateinactivitieswhichenablethemtoidentifythe differingvaluesandbeliefsheldbyindividualsinlocal,nationalandglobalcontexts,andreflectontheimpactthesemay haveonrelationships. Theylearnhowtomanagetheiremotionsandbehaviourintheirrelationships,especiallywithpeers.Theyconsiderthe needsofothersandwaysofrespondingwithappropriatesensitivity,learningtoadapttheirbehaviourandlanguageto suitdifferentsettings.Exploringappropriatescenarios,studentslearnthatwhiletheyneedtovaluefriendshipand respectconfidentiality,incertaincircumstancesconfidentialitymayneedtobebreached.Theymanagetheirimpulsesto encourageharmoniouscollaborationsandrelationships. Inavarietyofforums,studentsinvestigatevariousformsofbullyingandtheconsequencesforthebullyandthevictim. Theyalsoexploreotherformsofconflictinbothlocalandbroadercontexts.Throughexperienceandreflection,students cometounderstandtheneedforempathyforothers.Theydevelopandpractiseappropriateskillsinconflictresolution. Studentsexplorehowpeersmayinfluencethewaytheyrespondtoothers.Theycontinuetoidentifystrategiestobuild andmaintainpositivesocialrelationshipsforexample,byacknowledgingandcelebratingthediversityofindividuals, recognisingpeerinfluenceontheirownbehaviour,showingsensitivitytoculturaldiversity,recognisingand accommodatingothersstrengthsandweaknessesandacknowledgingtheexistenceandpossibleimplicationsof differentvaluesandbeliefs. Studentsworkinteacherandstudentselectedteamstocompleteshortandlongtermtasksofvaryingcomplexity. Whenselectingteammembers,theyareencouragedtorecognisedifferingcapabilitiesandareincreasinglyableto selectateamwhichacknowledgestheadvantageofincludingstudentswithavarietyoflearningandthinkingstyles. Intheirteams,studentsgainexperienceinavarietyofdifferentrolesandreflectonthoseroleswhichtheyprefer.They participateintaskswhichrequirethemtobuildknowledgecooperativelytoachieveasharedpurpose,andreflectonthe contributiontheyhavemadeandhowitcouldbeimproved.Theyalsoconsiderhowtheeffectivenessoftheteamcouldbe improved.
Standards
14
Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinInterpersonalDevelopment,theydeveloppositive relationshipsthroughunderstandingandrespectingothers.Theyparticipateinactivitieswhichenablethemtoidentifythe differingvaluesandbeliefsheldbyindividualsinlocal,nationalandglobalcontexts,andreflectontheimpactthesemay haveonrelationships. Theylearnhowtomanagetheiremotionsandbehaviourintheirrelationships,especiallywithpeers.Theyconsiderthe needsofothersandwaysofrespondingwithappropriatesensitivity,learningtoadapttheirbehaviourandlanguageto suitdifferentsettings.Exploringappropriatescenarios,studentslearnthatwhiletheyneedtovaluefriendshipand respectconfidentiality,incertaincircumstancesconfidentialitymayneedtobebreached.Theymanagetheirimpulsesto encourageharmoniouscollaborationsandrelationships. Inavarietyofforums,studentsinvestigatevariousformsofbullyingandtheconsequencesforthebullyandthevictim. Theyalsoexploreotherformsofconflictinbothlocalandbroadercontexts.Throughexperienceandreflection,students cometounderstandtheneedforempathyforothers.Theydevelopandpractiseappropriateskillsinconflictresolution. Studentsexplorehowpeersmayinfluencethewaytheyrespondtoothers.Theycontinuetoidentifystrategiestobuild andmaintainpositivesocialrelationshipsforexample,byacknowledgingandcelebratingthediversityofindividuals, recognisingpeerinfluenceontheirownbehaviour,showingsensitivitytoculturaldiversity,recognisingand accommodatingothersstrengthsandweaknessesandacknowledgingtheexistenceandpossibleimplicationsof differentvaluesandbeliefs. Studentsworkinteacherandstudentselectedteamstocompleteshortandlongtermtasksofvaryingcomplexity.When selectingteammembers,theyareencouragedtorecognisedifferingcapabilitiesandareincreasinglyabletoselecta teamwhichacknowledgestheadvantageofincludingstudentswithavarietyoflearningandthinkingstyles. Intheirteams,studentsgainexperienceinavarietyofdifferentrolesandreflectonthoseroleswhichtheyprefer.They participateintaskswhichrequirethemtobuildknowledgecooperativelytoachieveasharedpurpose,andreflectonthe contributiontheyhavemadeandhowitcouldbeimproved.Theyalsoconsiderhowtheeffectivenessoftheteamcouldbe improved.
Standards
AtLevel8,studentsdemonstraterespectfortheindividualityofothersandempathisewithothersinlocal,nationaland globalcontexts,acknowledgingthediversityofindividuals.Theyrecogniseanddescribepeerinfluenceontheir behaviour.Studentsselectanduseappropriatestrategiestoeffectivelymanageindividualconflictandassistothersin resolutionprocesses. Workinginteams
AtLevel8,studentsacceptresponsibilityasateammemberandsupportothermemberstoshareinformation,explore theideasofothers,andworkcooperativelytoachieveasharedpurposewithinarealistictimeframe.Theyreflecton individualandteamoutcomesandacttoimprovetheirownandtheteamsperformance.
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Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinInterpersonalDevelopment,theydeveloptheir knowledgeoflocalandglobalvaluesandbeliefsandconsidertheideaofvaluesassocialconstructsandprinciples. Theyexplorebarrierstoachievingpositiverelationships,especiallybetweengroupswithdifferingvaluesandbeliefs,and discusstheimportanceofempathy.Theyexplorestrategiesthattheyandotherscouldusetoovercomethesebarriers, andpractiseusingsuchstrategiesandreflectingontheireffectiveness. Theylearntoconsiderfeelingsandbehaviourinabroadercontextthatisinfluencedbysocialconventionsandcultures. Theyunderstandindividualandgroupbehaviourinthecontextofmotivatingfactorswhenstudentsparticipateinactivities, includingroleplays,whichallowthemtoexploretheimpactofpeersonrelationships.Theyexplorestrategiestomanage peerinfluenceandtodeveloppositiverelationshipswithawiderangeofpeers,gainingconfidenceinstatingclearlytheir ownviewsandopinions,andtherationaleforthese.Theydevelopspecificskillsandavarietyofstrategiestopreventor resolveconflict,andexplorethenatureofconflictresolutioninarangeofcontexts.Theylearntorecognisewhenconflict, includingconflictinworkplaces,islikelytooccur,andlearntobeproactiveininitiatingstrategiestoavoidand/orresolveit. Studentstakeopportunitiestoworkindiverseteamswithinandbeyondschool,includingtheworkplace,tocomplete taskswithseveralinterrelatedcomponents.Someofthesetasksaremanagedbytheteam,withlimitedteacherinput. Thisallowsstudentstotakeresponsibilityforselectingateamthatislikelytofunctioneffectively,allocatingtasks, assigningandtakingleadershiproles,determiningtimelinesandactionplans,andmonitoringandevaluatingtask achievement.Whererequired,studentsinitiatestrategiestodealwithanyproblemstheyencounter.Theyassesstheir owncontributiontotheteamandprovideusefulfeedbacktopeers.Studentsalsoreflectonthesuccessofteam managementandlearninginachievingagreedgoals. Studentsmaybeinvolvedinactingaspeermediatorsforyoungerstudentswithminimalguidanceonceinitialtrainingis completed.
Standards
16
Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinInterpersonalDevelopment,theydeveloptheir knowledgeoflocalandglobalvaluesandbeliefsandconsidertheideaofvaluesassocialconstructsandprinciples. Theyexplorebarrierstoachievingpositiverelationships,especiallybetweengroupswithdifferingvaluesandbeliefs,and discusstheimportanceofempathy.Theyexplorestrategiesthattheyandotherscouldusetoovercomethesebarriers, andpractiseusingsuchstrategiesandreflectingontheireffectiveness. Theylearntoconsiderfeelingsandbehaviourinabroadercontextthatisinfluencedbysocialconventionsandcultures. Theyunderstandindividualandgroupbehaviourinthecontextofmotivatingfactorswhenstudentsparticipateinactivities, includingroleplays,whichallowthemtoexploretheimpactofpeersonrelationships.Theyexplorestrategiestomanage peerinfluenceandtodeveloppositiverelationshipswithawiderangeofpeers,gainingconfidenceinstatingclearlytheir ownviewsandopinions,andtherationaleforthese.Theydevelopspecificskillsandavarietyofstrategiestopreventor resolveconflict,andexplorethenatureofconflictresolutioninarangeofcontexts.Theylearntorecognisewhenconflict, includingconflictinworkplaces,islikelytooccur,andlearntobeproactiveininitiatingstrategiestoavoidand/orresolveit. Studentstakeopportunitiestoworkindiverseteamswithinandbeyondschool,includingtheworkplace,tocomplete taskswithseveralinterrelatedcomponents.Someofthesetasksaremanagedbytheteam,withlimitedteacherinput. Thisallowsstudentstotakeresponsibilityforselectingateamthatislikelytofunctioneffectively,allocatingtasks, assigningandtakingleadershiproles,determiningtimelinesandactionplans,andmonitoringandevaluatingtask achievement.Whererequired,studentsinitiatestrategiestodealwithanyproblemstheyencounter.Theyassesstheir owncontributiontotheteamandprovideusefulfeedbacktopeers.Studentsalsoreflectonthesuccessofteam managementandlearninginachievingagreedgoals. Studentsmaybeinvolvedinactingaspeermediatorsforyoungerstudentswithminimalguidanceonceinitialtrainingis completed.
Standards
AtLevel10,studentsdemonstrateawarenessofcomplexsocialconventions,behavingappropriatelywheninteracting withothers.Theydescribehowlocalandglobalvaluesandbeliefsdeterminetheirownandotherssocialrelationships. Theyevaluatetheirownbehaviourinrelationships,identifypotentialconflictandemploystrategiestoavoidand/orresolve it. Workinginteams
AtLevel10,studentsworkcollaboratively,negotiaterolesanddelegatetaskstocompletecomplextasksinteams. Workingwiththestrengthsofateamtheyachieveagreedgoalswithinsettimeframes.Studentsdescribehowthey respectandbuildontheideasandopinionsofteammembersandclearlyarticulateorrecordtheirreflectionsonthe effectivenessoflearninginateam.Theydevelopandimplementstrategiesforimprovingtheircontributionstoachieving theteamgoals.
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Languages
TableofContents Overview Introduction Domainstructure Stagesoflearning PhasesofLearning(formerlyprogressionmeasures) CurriculumF10 Foundationlevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10 Level7 Level8 Level9 Level10
2 2 2 4 7 11 11 13 14 15 16 17 18 21 22 24 25 28 30 33 34
Languages
IntroductiontoLanguages
Languagescontributemateriallytotheuniversalpurposesofschoolingandtothedevelopmentofskillsinthinkingand reflection.Theysupportthemoral,socialandeconomicinitiationofyoungpeopleintothecultureandwidercivilisationthat surroundsthem.Learningalanguagenurturesreflective,deepandcreativethinkinginspecificways,cultivatesculturally distinctivefieldsofknowledge,andstimulatesawarenessofintellectualfunctioning.Inuniqueways,languagesrequire learnerstoengageinselfreflectionbecauseeffectivecommunicationinanewlanguagerequiresthelearnertomove outsidethenorms,practicesandacquiredbehavioursoftheirfirstlanguage. Languagesinfusetheentirecurriculumwithbothtaughtandincidentalinsightsintohowknowledgeisorganisedbydifferent socioculturalcommunities,andintroduceawarenessofimportantdistinctionsinmeaning,sound,andsoundpatterns, socialarrangements,orderandsequencingofinformation,categoriesandrelations.Theseskillscandirectlyenhancethe generalintellectualdevelopmentofyoungpeople. Inlearningalanguage,studentsdevelopcommunicationskillsandknowledgeandcometounderstandsocial,historical, familialrelationshipsandotheraspectsofthespecificlanguageandcultureofthespeakersofthelanguagetheyare studying.Learnersarealsoprovidedwiththetools,throughcomparisonandreflection,tounderstandlanguage,cultureand humanityinabroadsense.Inthisway,languagelearningcontributestothedevelopmentofinterculturallyawarecitizens,of increasingimportanceatatimeofrapidanddeepglobalisation.
StructureoftheLanguagesDomain
TheLanguages(formerlycalledLOTE)domainisorganisedintotwopathways,thefirstconsistingofelevenlevels(F10) andthesecondoffourlevels(710).Eachlevelincludesalearningfocusstatementand,fromLevel6onwards,asetof standardsorganisedbydimension. TheLanguagesdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseethe
Overview).
Pathways
AsstudentsmaybegintheirLanguagesstudiesatdifferentstages,learningfocusstatementsandstandardsareofferedfor twopathwayswhichrecognisethestudentspointofentryintothestudy: Pathway1:forstudentswhobeginlearningalanguageinprimaryschoolandcontinuetostudythesamelanguagetoLevel 10. Pathway2:forstudentswhobeginlearningalanguageinYear7.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.
Languages
InLanguagesstandardsareintroducedforassessmentandreportingatLevel5.Whileitisclearthatstudentsgainmost benefitfromthestudyofanotherlanguagewhentheybeginthisstudyintheearlylevels,itisacknowledgedthatsome schoolschoosetomaximisetheeffectoftheirresourcesbyintroducingLanguagesprogramsatdifferentlevelswith appropriatetimeallocations.Inrecognitionofthecumulativenatureoflanguagelearning,theLanguagesdomainincludes 'phasesoflearning'(formerlyprogressionmeasures)whichprovideatypicalsequenceofsecondlanguagedevelopment leadingtoLevel5.RegardlessofthelevelatwhichthestudyofalanguageotherthanEnglishisintroduced,studentswill needtodeveloptheknowledgeandskillsdescribedinthephasesoflearningbeforetheyattemptthelearningassociated withtheLevel6standards.ThesephasesoflearningalsoassistschoolsthatprovideLanguagesprogramspriortoLevels5 and6,toassessandreporteffectivelyonstudentachievement. Standardsrelevanttoeachofthelanguagecategoriesappearbesideanicon(seelanguagecategoriesbelow)fromLevel6 onwards.
Languagecategories
Forthepurposesoforganisingthelearningdemandsonstudents,languagescanbebroadlygroupedintosixcategories: Romanalphabeticallanguages NonRomanalphabeticallanguages Characterlanguages Signlanguage Classicallanguages AboriginalLanguages StandardsintheCommunicatinginalanguageotherthanEnglishdimensionincludeaninitialsectioncommontoall languagecategoriesandadditionalstandardsspecifictothelanguagecategories.FromLevel6,thestandardsinthe languagecategoriesfocusonreadingandwritingskills.ForClassicallanguages,thecompletestandardisprovidedinthe languagecategorydescription.
Romanalphabeticallanguageslanguageswhosewritingsystem,ormeansofbeingvisuallyrecorded,isRoman alphabetic,andwhosereadingdemandsonlearnersaresimilartothoseofEnglish(examplesinclude:Australian Indigenouslanguages,French,German,Indonesian,Italian,Spanish,Vietnamese).
NonRomanalphabeticallanguageslanguageswhosewritingsystemisalphabeticbutnonRoman,andforwhicha learnerneedstoacquireanewalphabet(examplesinclude:Arabic,Greek,HebrewandRussian). Characterlanguageslanguageswhosewritingsystemiseithersyllabic,ideographic,oracombinationofsyllablesand ideograms,involvingdifferentreadingprocessesfromalphabetreading,andthelearningofthenewscript(examples include:Chinese,Japanese).
Languages
SignlanguageAustralianSignLanguage,orAuslan.FormostlearnersthiswillalsoinvolvereadinginEnglish.
Classicallanguagesancientlanguagesnotusedasameansofeverydaycommunicationbyacontemporarycommunity. ConsistingofRomanalphabeticallanguages(forexample,Latin)andnonRomanalphabeticallanguages(forexample, ClassicalGreek).StandardsinthiscategoryapplyonlyinPathway2Levels8and10.
AboriginalLanguagesVictorianAboriginalLanguageswhichinvolvestheprocessofreclamationandthestudyofculture. SchoolsshouldfollowtheprocessesoutlinedintheAboriginalLanguages,culturesandreclamationinVictorianschools:
standardsP10andprotocolsbookletpriortoincorporatingthislanguagecategoryintheirteachingprogramswith
resourcesavailableatAboriginalLanguagesandCulturesVictoria.
Dimensions
Thisdomainhastwodimensions:
l l
CommunicatinginalanguageotherthanEnglish Interculturalknowledgeandlanguageawareness.
ThetwodimensionsoftheLanguagesdomainareintimatelylinked.CommunicatinginalanguageotherthanEnglish allowslearnerstoreflectonlanguageasasystemandgainculturalinsight.Inturn,Interculturalknowledgeandlanguage awarenesscanprovideculturalguidelinesforeffectivecommunication.
CommunicatinginalanguageotherthanEnglish
IntheCommunicatinginalanguageotherthanEnglishdimension,studentslearntheknowledge,skillsandbehaviours relevanttothespecificlanguagebeingstudied.Theskillsofthisdimensionincludelistening,speaking,reading,viewing, writing,andtheuseofbodylanguage,visualcuesandsigns.Theapplicationoftheseskillsrequiresknowledgeoflinguistic elements,includingvocabularyandgrammar.Thisdimensionrequiresfamiliaritywithawidevarietyoftextsandgenresin printandelectronicform.
Interculturalknowledgeandlanguageawareness
CommunicationskillsinalanguageotherthanEnglishfosterinterculturalknowledgeandawarenessoflanguageasa system.TheInterculturalknowledgeandlanguageawarenessdimensiondevelopsstudentsknowledgeofthe connectionsbetweenlanguageandculture,andhowcultureisembeddedthroughoutthecommunicationsystem.Progress throughthisdimensionisdemonstratedthroughperformanceinthelanguagebeingstudied.Theunderstandingsare universalandaregainedbycomparinglanguages,includingEnglish. Studentsgainanawarenessoftheinfluenceofcultureinthelearnersownlifeandfirstlanguage.Differentlanguagesand languagecommunitiesorganisesocialrelationsandinformationindifferentwaysandvaluesdifferfromonecommunityto another.Throughculturalselfawareness,theabilitytorationallydiscussandcompareculturaldifferencesisdeveloped.This dimensioninvolvesdevelopingcuriosityaboutandopennesstoavarietyofvaluesandpractices,aswellasacquiringin depthknowledgeofthediverseculturaltraditionsofthesourcesocieties.
StagesofLearninginLanguages
Languages
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheLanguagesdomain. Althoughsomeoftheprocessesthatweusetolearnourfirstlanguage,ormothertongue,areinvolvedinlearningasecond language,therearealsoconsiderabledifferences.Formostchildren,themothertongueislearnedwithinafamily,where manypeopleareinvolvedinmakingcleartheconnectionbetweensoundsandactions,messagesandbasicneeds.Fora childsfirstlanguage,theinputiscontinuousandfulltime,muchofitisadjustedtothechildsneeds,andthechildsefforts atcommunicatingareacknowledged,guidedandaccepted. Asecondlanguagelearneralreadyknowstheessentialfunctionsofvoiceorsignedcommunication,andhowlanguageis involved,whenengaginginmeaningfulactivities.Thelearningusuallyoccursatschoolwithfarfewerprovidersofferinginput, forfarlesstime,andsharedbymanymorelearners.Theproviderstendtobeadultsratherthanpeopleofallages,the learnerstendtobeofsimilarages,therelationshipsareprofessionalratherthanintimate,andtheinputisrestrictedintime, quantity,meaning,andpersonalsignificanceforthelearners.
FoundationtoLevel4Layingthefoundations
Intheearliestlevelsoflearningasecondlanguage,someprocessesandsequencesaresimilartothoseinvolvedinfirst languageacquisition.Languageisadaptedtostudentsdirectneeds.Ideally,studentsareimmersedincommunication tasksthatareengaging,relevant,welldesignedanddirectlylinkedtotheirgenerallearningexperiences. Asecondlanguagemakesitsownspecificcognitive,behaviouralandemotionaldemandson,andcontributionsto,the developmentofthelearner.Studentsdetachfromtheintimacyoffamilyandconnectwithteachersandfellowstudents.The newsocialworldofthesecondlanguageclassroomrequiresstudentstoadaptfromselfexpressioninthemothertongueto thenewnormsandpracticesofthetargetlanguage.Thecognitivedemandsonthelearneraresignificant.Learnersneedto transfertoanewcommunicationcodetheironlyrecentlyacquiredskillsassocialbeingsandarerequiredtolearnthe distinctiverulesandconventionsofthetargetlanguage. Studentswillnoticeacontrastbetweenthetwolanguagesystems.Theywillnoticevariousculturallyspecificwaysinwhich meaningisconstructedandconveyedinthetargetlanguage.Asspeakingandlisteningcomebeforereadingandwriting,the foundationalprocessesoflearningasecondlanguagewillideallyimmersestudentsinconcreteoralcommunication activities.Thefocusofthesetasksshouldbeongettingthingsdoneinmusic,drama,dance,drawingandpainting, physicalactivityandearlyscienceornumberexperimentationratherthanlanguage.Continualimmersioninthetarget languageforactivitiesinwhichnaturalisticcommunicationprevailsminimisesthechancethatstudentswillcontinually translate.However,whileteacherswilluseonlythetargetlanguageforactivities,theywillacceptallformsofcommunication fromstudentscommunicationinEnglish,codemixingbetweenthetargetlanguageandEnglish,andtheuseofother languages,mime,gestureandsoon.Bymodellingonlycorrectformsofthetargetlanguage,theteacherslanguage becomesthekeysourceofinputforstudentsgrowingabilitytodiscernandusethetargetlanguageforclassroom communication.Studentsneedtogainprocedurallanguageearlysothattheyandtheteacherwillshareacommunication codeforallclassroomactivities. ForstudentsofalanguagewithcloseconnectionstoEnglish,andasimilaralphabeticwritingsystem,theselevelsalso makebridgesbetweenstudentsevolvingliteracyinEnglishandtheirgrowingfamiliaritywiththewritingsystemofthetarget language.Forstudentsoftargetlanguagesthatarefamiliarfromthehome,theconnectionbetweenthesoundsand symbolsofthetargetlanguageisavaluableresource.Forlearnersofalanguagewhosewritingsystemisunlikethatof English,thisfoundationalstageoflearningneedstobuildonnoticingdifferencesbetweenthetwowritingsystems.
Languages
InFoundationtoLevel4,allareasofthecurriculumcansupportthelearningofasecondlanguageotherthanEnglishsuch studyreinforces,extendsandenrichesallotherlearning.Allteacherscanmakeadirectandpowerfulconnection establishingconfidentearlyliteracypracticesbetweenEnglishandthelanguageotherthanEnglish.Becomingliteratehelps studentsrealisethatlanguagehasformandstructureaswellasmeaning.Thestudyofasecondlanguageatschool bolstersthisimportantinsightandhelpsstudentstoextendanddeepentheiroverallliteracy.Learningasecondlanguage canshowstudentsthattheconventionsofwritingandspeakinginanylanguagearearbitrarytheresultofchoicesthathave beenmade. Throughcommunication,studentsbegintorecognisearangeofexpressions,greetings,andotherformulaiclanguagefor routineinteractionswithpeople,andnoticethatthesevaryaccordingtotheparticipants.Muchofthiscommunicationis scaffoldedandpromptedbytheteacher,andrelatedtoconcreteexperiencesintheclassroom. Inallthepracticesdescribedabove,thetwodimensionsofthedomainCommunicatinginalanguageotherthanEnglish andInterculturalknowledgeandlanguageawarenessareintegratedwiththeentirerangeoflearningexperiencesof studentsbetweenFoundationandLevel4.
Levels5to8Buildingbreadthanddepth
Levels5to8encompassthetransitionfromchildhoodtoadolescence.Thisisacriticalandchallengingperiodforstudents andteachers.Emotionally,itcanbeadifficulttimeforstudentsanditcanhaveparticulareffectsandchallengesforsecond languagestudy.InLanguages,thisstageoflearningcomprisestwodistinctphasesandcontainsthetraditionalperiodof secondlanguageteachinginourschoolsystem. Inthefirstphase(Levels5and6)essentiallyanextensionofthefirststageoflearningstudentsextendindepthand breadththewords,expressions,texts,ideas,relationshipsandactivitiestheyknowofthesecondlanguage. Inthesecondphase(Levels7and8),althoughthenatureandlevelofteacherscaffoldingandpromptingisreducedand studentsarenowencouragedtointeract,directlyorthroughvariousmedia,witharangeofspeakersofthetargetlanguage, theessentialprocessissimilar.However,thissecondphaseisqualitativelydifferent.Theonsetofpubertyaffectsstudents emotionallives,andthematurationalandphysicalchangesinvolvedoftenhavedeepconsequencesforidentity, relationships,motivation,behaviourandcognitivedevelopment.Suchchanges,stressfulbutexciting,coincidewithmore overtstandardsbeingexpectedofstudents,anunfamiliarsubjectdivisioninthecurriculum,andasignificantchangeinthe institutionaloperatingarrangementsofschooling. Levels7and8arealsoachallengeforteachersandschools,andspecificplanningandcollaborationacrossschoolsto ensurethatPathway1andPathway2studentsarecateredfor.Pathway1studentsthosewhoarecontinuingwith languagesstudiedatprimaryschoolneedtohavetheirpriorstudyacknowledgedandrecognisedPathway2studentsare thosewhotakeuplanguagesforthefirsttimeatLevel7,orwhochangefromthelanguagetheystudiedatprimaryschool. ThemanychangesthatcharacteriseLevels5to8haveanimpactonteachingtooactivitiesthatyoungerstudentsfind enjoyable,suchasplayingwiththesoundsandcommunicationstyleofanewlanguage,mightrepresentaproblemfor thoseexperiencingdifficultiesintheprocessoftransitiontoadolescence. Primaryandsecondaryschoolsshouldcollaboratecloselytoeasethetransitionbetweenprimaryandsecondarylanguage study.Studentsshouldbeabletoseecontinuityintheoutlinesoftheprogramsandwhatistaught,andseehowtheir demonstratedachievementofthestandardsatonelevelarticulateswiththeteachingandlearningpracticesatanotherlevel.
Languages
Atthisstage,studentsbegintoinitiatecommunicationandfollowpersonalinterestsandideas.Communicationactivities thatacknowledgethesharpeningindividualityofstudents,andthemoresubjectdividedbasisofthecurriculum,become moreimportantinsecondlanguageteaching,asdoconnectionstootherdomains,accesstoawiderrangeofinterlocutors (suchasnativespeakersandotherstudentsofsimilarage),anddirectorvirtualcommunication.
Levels9to10Developingpathways
Duringthisstage,studentsbegintoexploretheimplicationsandpossibilitiesoflanguagesotherthanEnglishforfurther study,careerandcitizenship.Thisgrowthinpersonalresponsibilityisreflectedintheincreasedstakesinvolvedandthe choicesthattheymake,impactinimportantwaysonthestudyoflanguages. Asmorecognitivelymaturelearners,studentsincreasinglymakeexplicitchoiceswithlongertermconsequences,and teachersandschoolsarecalledontoconnectthestudyoflanguagesotherthanEnglishtoallfieldsofrelevanceforthem theirfuturepathwaysofstudy,theirlikelyorpossiblecareers,andtheirengagementintheworldofciviclifeand responsibility. Makingsuchlinkstothesefields,requiresanexpliciteffortbystudentstounderstandthemulticulturalandmultilingualnature ofAustraliansociety,andaworldthatisglobalisingandhighlymobile.Teacherscananticipatetheserequirementsby selectingtexts,activitiesanddomainsthatdrawonthecontextsinwhichlanguagesotherthanEnglishareusedinAustralian society,includingthemanystudyandoccupationalfieldsinwhichasecondlanguageisuseful,locallyandglobally. Interculturalcompetencecanbeseenasausefulpracticalskill,aswellashavingvalueinopeningupknowledgeofother humansocietiesandnationaltraditions.
LanguagesPathway1PhasesofLearning
(formerlyprogressionmeasures)
Inrecognitionofthecumulativenatureoflanguagelearning,thefollowingphasesoflearninghavebeenprovidedtoassist studentsdeveloptheknowledgeandskillsrequiredbeforetheyattemptthelearningassociatedwiththestandardsthatare introducedfromLevel5onwards.EachphaseisorganisedintothetwodimensionsCommunicatinginalanguageother thanEnglishandInterculturalknowledgeandlanguageawareness. ForAboriginalLanguages,pleaseclickhere.
Phaseoflearning:1
ThefirstphaseoflearningintroducesstudentstostudiesofLanguages.
Oncompletionofthefirstphaseoflearningstudentsshouldtypicallybeableto:
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repeatteachermodelleduseofthelanguage participateinchoraluseofthelanguage identifythenamesofvisibleobjectsanditemsfromaural/visualcues introducethemselves,greetandfarewelltheteacher followsimpleclassroomdirections recognisesomeculturallyspecificgesturesandbodylanguage,anddemonstratehowtheseareused observetheprocessofinterpretingandperformsomeofitssimplefeaturesusingsinglewordsorphrases.
Languages
StudentsofRomanalphabeticallanguagesshouldbeableto:
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recognisethedifferentsoundsofsimilarletters,anddemonstratedifferencesforkeysounds identifylettersoundrelationshipsandcopyandtracelettersandletterclustersandmatchthemtosoundsandwords.
StudentsofNonRomanalphabeticallanguagesshouldbeableto:
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noticeanddiscussthedifferentwritingsystem,andpractisewritingindividuallettersandothersymbols distinguishselectedlettersoundsfromEnglish,matchsoundsandletters,identifywordsforconcreteitemsfromcues, etc. copyortraceselectedlettersandmatchthemtosoundsandwords.
StudentsofCharacterlanguagesshouldbeableto:
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noticeanddiscussthedifferentwritingsystem,andpractisewritingselectedletters,charactersorothersymbols recognisecharactersassociatedwithspecificconcreteitemsandtheirdifferentsounds,matchingsymbolsto meaningsandforms traceorcopyselectedcharacters.
StudentsofSignlanguageshouldbeableto:
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noticeanddiscussthevisualnatureofcommunication demonstratesinglesignsandsimplesignedsequences recognisesignsandsimplesignedsequencesemphasisingnonmanualfeatures producesimplemanualsignsandnonmanualsignstoparticipateingamesandactivities.
Oncompletionofthefirstphaseoflearningstudentsshouldtypicallybeableto:
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demonstrateanunderstandingofsomeofthedifferencesinhowpeopleeatanddress,signandgesture,writeand saythings identifysomeoftherelationshipsbetweenselectedletters,soundsortonesinthelanguagecomparedtoEnglishor otherfamiliarlanguages identifyaculturalicon,geographicfeature,famousbuildingorculturalpracticeandmakeasimplestatementaboutitin thelanguage displayanawarenessofdifferentwaysofdoingthingsinparticularsituations expresstheirownpreferencesinthelanguage,orbyrespondingtocuesgiveninthelanguage.
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Phaseoflearning:2
ThesecondphaseoflearningbuildsontheintroductiontothestudiesofLanguagesknowledgeandskillssetoutinPhase 1.
Oncompletionofthesecondphaseoflearningstudentsshouldtypicallybeableto:
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generatesimpleoriginalsentences(includingexpressinglikesanddislikes) introducethemselves,greetandfarewelltheteacher,andexpressthanksandapologies respondtosimplequestionsaboutshortsongs,storiesandrhymes extrapolatefromfamiliarsounds,tonemarkers,signs,andsoon,tospellnewwords
Languages
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writewords/lettersincontextandinmodelledsentences recognisesomeculturallyspecificgesturesandbodylanguageandintegratethemintotheirownoralcommunications demonstratethegeneralcharacteristicsofinterpretingandtranslatinginspecificactivities recognisevariationsinhowpeoplerespondindailysituationsanddescribethevaluesunderpinningtheseresponses recognisetheuseofthelanguageinseveralmediaandinformationandcommunicationstechnologies,andproduce simplemultimediatextsinthelanguage demonstrateanunderstandingofvariationinlanguageuse,dependingontheaudienceandcontext.
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pronouncethesoundsattributedtolettersincontextbyreadingaloudorrepeatingpronunciationassociatedwith writtenwords independentlyproducewordsinwritingandproduceoriginalvariationsonmodelledwrittensentences recogniseanduseaccentsandpunctuationsuitedtothelanguage,whereapplicable.
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identifylettersoundrelationshipsandpractisepronunciation writewordsincontextandinmodelledsentences,includingrelevantaccentsandpunctuation.
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practisewritingcharactersandothersymbolsanddeveloplinksbetweenvisualcues,soundsandmeaning recognisefundamentaldifferencesbetweentheuseofanalphabet,asinEnglish,andadifferentwritingsystem readaloudandformeaning writespecificcharactersassociatedwithparticularwordsorsounds identifyandcompareelementsofpunctuationincontextinmorethanonelanguage.
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developcomprehensionthroughnonverbalmeansandbyusingsignlanguageinsimpleconversations obtainmeaningfromnonverbalcommunicationtofollowinstructionsortousetheinformationforapurpose participateinrealorsimulatedconversationsandeverydaytransactionsbyimitatingandadaptingmodels.
Oncompletionofthesecondphaseoflearningstudentsshouldtypicallybeableto:
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expresstheirownpreferencesorviewsandcommunicatemeaningfortheirownpurposesinthelanguage namesomecolours,shapes,objects,placesandpeopleassociatedwithacountrywherethelanguageisspoken identifytwoormoreplaces,features,famousbuildings,landmarksorculturalpracticesinanothersociety,and describesomeaspectoftheseinsimplesentencesinthelanguage recognisevariationsinhowpeoplerespondindailysituationsanddescribethevaluesunderpinningtheseresponses participateinthecreationandmaintenanceofthelanguageandculturalambienceintheclassroom recognisethesimilaritiesanddifferencesbetweenlanguagesforexample,insentencestructures.
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Phaseoflearning:3
Languages
Thethirdphaseoflearningbuildsfurtherontheknowledgeandskillsstudentshaveacquiredinphases1and2and preparesthemtoundertakethelearningassociatedwiththestandardsthatareintroducedfromLevel5onward.
Oncompletionofthethirdphaseoflearningstudentsshouldtypicallybeableto:
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writesimplesentencesbasedonmodelledexamples listentoshort,simpletextsandshowunderstanding useadictionaryinguidedsituationstofindthemeaningofsimplewordsandtoexpandtheirvocabularyresources usesubstitutionstrategiestogeneratechangedmeaning understandnewwordsintroducedintofamiliarwrittentexts,predictingfromclues usebasicstructuresinresponsetosimplequestions constructquestionsthemselvesusinginformationfromtheanswerstheyreceiveinstructuredsituations appropriatelyintegratemanyculturallyspecificgesturesintotheiroralcommunication usesimplesoftwareapplicationstodemonstrateunderstandingofknownvocabularyandstructures participateeffectivelyinverysimpleinterpretingandtranslatingroutines.
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readandrespondtosimpleandfamiliartexts writeinthelanguageusingmodelledtextsandgeneratingoriginalmaterialswithteacherguidance.
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readsentencesonfamiliartopics practisewritingbycopying,usingmodelledtextandgeneratingsentencesoforiginaltext.
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readandwriteknowncharactersandothersymbolsandalsoexpandtheirrepertoireofknowncharacters begintounderstandthatthenumberofcharactersthattheycanreadisgreaterthanthosetheycanwrite,andtoreflect onwhy.
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developtheircomprehensionofsimplesignedtextsbyidentifyingspecificitemsofinformationwhenmakingchoices, answeringquestionsandrelayinginformationtootherparticipantsinasignedexchange engageinexchangestoprovideandobtaininformationabouteverydayactivities.
Oncompletionofthethirdphaseoflearningstudentsshouldtypicallybeableto:
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demonstrateanunderstandingofculturallyappropriatevalues,responsesandpatternsofbehaviourinparticular situationsrelatedtothetopicsbeingstudied identifyandusekeyfeaturesofthelanguage,suchasgrammaticalgender,tones,formalandinformalmodesof address compareandcontrastlikeeventsincultureswhichusedifferentlanguages exploreatopicofinterestthroughthelanguage developrevisionmaterialsforlanguagerulesandapplicationstosharewithotherstudents.
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10
Languages
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofstandardsatPathway1Level6,theydevelopanunderstandingofthe speakersofthelanguageotherthanEnglishandthecountries,regionsandcommunitieswherethelanguageisspoken. InpreparationforLevel6standards,studentsneedtodeveloptheknowledgeandskillsdescribedintheprogression measures. Studentsaregivenopportunitiestolearnaboutthespeakersofthelanguagethroughtheintroductionofculturallyrelevant andageappropriatestimulusmaterials,suchasCDROMsandvariousdigitalmedia,videos,storiesandguest speakers. Theyunderstandthatthelanguageisusedforcommunication,andthatpeopleoutsidetheirclassroomalsospeakthe language.TheybegintounderstandthattherearedifferencesbetweenthelanguageandEnglish.Theybecomeaware thattherearevariouswaysofdoingthingsandthatthingsareimportantfordifferentreasonsforexample,thereare variousspecialfestivalsatdifferenttimesoftheyear,andthattheseareaffectedbygeographyandclimate. Studentsbegintouseandrespondtothelanguageintheclassroom,relatingthelanguagetowhattheysee,hearand touch,andtotopicsrelatedtoself,home,familyandtootherclassroomactivities. Throughgreetings,introductions,songsandothersimpleroutines,studentsbecomefamiliarwiththesoundsofthe languageandclustersofwords,andpractiseusingthelanguage.Fromthebeginning,theyhearwords,phrasesand basicsentencesinuse.Studentsareintroducedtoconcretelanguagewithrepetitivepatterns,anddevelopstrategiesfor memorisationandcomprehension.Theystarttointerpretgestureandfacialexpressions,andusesomeofthenon verbalbehaviourthatispartofthelanguage.Asfaraspossible,studentsareimmersedinhearingthelanguage,whose meaningismadeclearby:
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gestures(forexample,indicating,touching) dramatisation(forexample,roleplaying,costumewearing,puppets,scenarios,imitatingcharacters) singing(forexample,actedparts,participationrhymes,choralpractice) activities(forexample,painting,Internetormultimediagames,digitallearningobjects,interculturalawarenessgames) conversing(forexample,repeatingteachermodels,askingandansweringscaffoldedquestions,identifyingobjects andtheircharacteristics,usinghereandnowcues,labellingclassroomandhomeobjects) viewing(forexample,video,graphic,visualandotherstimulusmaterial) dance.
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Studentsparticipateincooking,physicaleducation,rolegames,painting,drawing,fingerpainting,puppetmakingand similaractivitieswhichlocatethelanguageinrealcommunicationcontexts,hearingextendedbutsimplestretchesofthe languageandgraduallyusingitthemselves.
11
Languages
Studentsundertakethedevelopmentofwritingskillsappropriatetothelanguagebeingstudiedandcommunicateusing explicitmodelswithongoingteachersupportandscaffolding.
Standards
InLanguagesPathway1,standardsforassessingandreportingachievementareintroducedatLevel5.Schoolsthat providelanguageprogramspriortoLevel5shouldrefertotheLanguagesphasesoflearning(formerlyprogression measures)whichprovideatypicalsequenceofsecondlanguagedevelopment.TheFoundationtoLevel4learningfocus statementsprovideadviceforteachersaboutlearningexperiencesthatwillassiststudentstoworktowardsthe achievementofthestandardsatLevel6.
12
Languages
Level1
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level6,theylearnaboutculturein contextfromstimulusmaterials.Theylearnthattherearedifferentwaysofdoingthingsandtoidentifywhatisfamiliarand whatisdifferentintheirownandothercultures.InpreparationforLevel6standards,studentsneedtodevelopthe knowledgeandskillsdescribedintheprogressionmeasures. StudentsstarttounderstandandusethelanguageotherthanEnglishinstructuredsituationsandactivitiesrelatedto theirlocalenvironment:self,family,home,classroomandcommunity.Todevelopcomprehensiontheyrespondnon verballyorbyusingkeywordsorshortphrases.Theybegintousesetsofwordsandsentencesthatareencountered frequentlyintheclassroom,andtoinsertwordsintosimplesentences.Studentslearntorecognisetheprintedformof familiarwordsthattheyhavememorised.Theybegintoidentifypatternsandcommonelementsinthelanguage,and experimentwiththelanguagetoexpressthemselves. Asfaraspossible,studentsareimmersedinhearingthelanguage,whosemeaningismadeclearbygestures, dramatisation,singing,doingactivities,conversing,viewing,etc.Studentsexperimentwiththelanguageusingwords, phrasesandbasicsentencestoexpressthemselves.Theybegintodemonstrateunderstandingforexample,byusing pictures,bodylanguageorgesture,performingactionsorwritinginthelanguage.Studentsidentifysomecommon elementsinthelanguagethatdifferfrom,oraresimilarto,Englishandotherlanguageswithwhichtheymaybefamiliar. Stimulusmaterialssuchasstoriesandreadings,activitiesandgames,multimediaresources,visualandgraphic displaysandInternetsites,encouragestudentstounderstandthatthelanguageisusednormallyforcommunicationin thesesettings.Studentsaregivenopportunitiestoobservedifferencesinthewaythelanguagesoundswhenusedby differentspeakers,orindifferentcontexts.Theyalsoidentifyfeaturesofcommunication,andwhererelevant,differences indress,eating,greetingroutines,waysofbeingpoliteandobviousculturalpractices.Theyobservetheprocessesof interpretingandtranslating. Studentscontinuetocommunicatebydrawingonexplicitmodelsandwithongoingteachersupportandscaffolding.They experimentwithwrittenorsignedlanguageandexpressthemselvesbyapproximatingmeaning.
Standards
13
Languages
Level2
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level6,theylearnaboutculturein contextfromstimulusmaterials.Theylearnthattherearedifferentwaysofdoingthingsandtoidentifywhatisfamiliarand whatisdifferentintheirownandothercultures.InpreparationforLevel6standards,studentsneedtodevelopthe knowledgeandskillsdescribedintheprogressionmeasures. StudentsstarttounderstandandusethelanguageotherthanEnglishinstructuredsituationsandactivitiesrelatedto theirlocalenvironment:self,family,home,classroomandcommunity.Todevelopcomprehensiontheyrespondnon verballyorbyusingkeywordsorshortphrases.Theybegintousesetsofwordsandsentencesthatareencountered frequentlyintheclassroom,andtoinsertwordsintosimplesentences.Studentslearntorecognisetheprintedformof familiarwordsthattheyhavememorised.Theybegintoidentifypatternsandcommonelementsinthelanguage,and experimentwiththelanguagetoexpressthemselves. Asfaraspossible,studentsareimmersedinhearingthelanguage,whosemeaningismadeclearbygestures, dramatisation,singing,doingactivities,conversing,viewing,etc.Studentsexperimentwiththelanguageusingwords, phrasesandbasicsentencestoexpressthemselves.Theybegintodemonstrateunderstandingforexample,byusing pictures,bodylanguageorgesture,performingactionsorwritinginthelanguage.Studentsidentifysomecommon elementsinthelanguagethatdifferfrom,oraresimilarto,Englishandotherlanguageswithwhichtheymaybefamiliar. Stimulusmaterialssuchasstoriesandreadings,activitiesandgames,multimediaresources,visualandgraphic displaysandInternetsites,encouragestudentstounderstandthatthelanguageisusednormallyforcommunicationin thesesettings.Studentsaregivenopportunitiestoobservedifferencesinthewaythelanguagesoundswhenusedby differentspeakers,orindifferentcontexts.Theyalsoidentifyfeaturesofcommunication,andwhererelevant,differences indress,eating,greetingroutines,waysofbeingpoliteandobviousculturalpractices.Theyobservetheprocessesof interpretingandtranslating. Studentscontinuetocommunicatebydrawingonexplicitmodelsandwithongoingteachersupportandscaffolding.They experimentwithwrittenorsignedlanguageandexpressthemselvesbyapproximatingmeaning.
Standards
14
Languages
Level3
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level6,theybegintounderstand andusethelanguageotherthanEnglishinrelationtotheirpersonalworld,countrieswherethelanguageisspoken(for example,itsgeography,history,aspectsofshopping)andtheworldoftheimagination.Theybegintocollectinformation inthelanguage(forexample,fromtheInternetorfrommodifiedtexts).Theystarttoexplorethebeliefsandlifestylesof peoplefromothercountrieswhonowliveinAustralia.InpreparationforLevel6standards,studentsneedtodevelopthe knowledgeandskillsdescribedintheprogressionmeasures. Studentsconsolidatepreviouslylearntlanguageandextendtheirpersonalvocabularyandknowledgeoflanguage structures.Theyreadshorttexts,talkaboutdailylifeandadaptlanguagethattheyknowtonewcontexts. TheydiscernpatternsandmakeconnectionsbetweenthelanguageandEnglish(andpossiblyotherlanguages)and understandthattherearerules,someofwhicharecommonacrosslanguagesandsomethatarenot. Studentsexperienceawiderangeofvoicesandsettingswherethelanguageisused,includingextendedpassagesin bothoralandwrittenformforexample,simplestories,legends,songsandrhymes.Theycollectinformationaboutthe settings,countriesandregionswherethelanguageisspoken.Throughthisandotherstimulusmaterial,studentsare encouragedtoreflectonlifeinthesecountries,aswellastheirown. Studentsareencouragedtoidentifyarangeofnaturalcontextsfortheuseofthelanguage,andthespecificfeaturesof communicationinthesecontexts.Theyrecognisetheuseofthelanguageininformationandcommunicationstechnology applicationsandexperienceitinmultimediacomputertexts. Theymakelinksbetweenknowledgeaboutrelevantgeographyandhistory,orwaysofthinkingaboutspecific topics/issues(forexample,numbersystems,bargainingorhagglingwhenshopping,theinfluenceofsocial relationships)andtheirunderstandingofthelanguageanditsuse. Theyusesimplesoftwareapplicationstodemonstrateunderstandingofknownvocabularyandstructures.They participateinverysimpleinterpretingandtranslatingroutines. Studentscommunicaterelyingonmodelsandwithongoingteachersupportandscaffolding.Theyexperimentwith languageandexpressthemselvesbyapproximatingmeaning.
Standards
15
Languages
Level4
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level6,theybegintounderstand andusethelanguageotherthanEnglishinrelationtotheirpersonalworld,countrieswherethelanguageisspoken(for example,itsgeography,history,aspectsofshopping)andtheworldoftheimagination.Theybegintocollectinformation inthelanguage(forexample,fromtheInternetorfrommodifiedtexts).Theystarttoexplorethebeliefsandlifestylesof peoplefromothercountrieswhonowliveinAustralia.InpreparationforLevel6standards,studentsneedtodevelopthe knowledgeandskillsdescribedintheprogressionmeasures. Studentsconsolidatepreviouslylearntlanguageandextendtheirpersonalvocabularyandknowledgeoflanguage structures.Theyreadshorttexts,talkaboutdailylifeandadaptlanguagethattheyknowtonewcontexts. TheydiscernpatternsandmakeconnectionsbetweenthelanguageandEnglish(andpossiblyotherlanguages)and understandthattherearerules,someofwhicharecommonacrosslanguagesandsomethatarenot. Studentsexperienceawiderangeofvoicesandsettingswherethelanguageisused,includingextendedpassagesin bothoralandwrittenformforexample,simplestories,legends,songsandrhymes.Theycollectinformationaboutthe settings,countriesandregionswherethelanguageisspoken.Throughthisandotherstimulusmaterial,studentsare encouragedtoreflectonlifeinthesecountries,aswellastheirown. Studentsareencouragedtoidentifyarangeofnaturalcontextsfortheuseofthelanguage,andthespecificfeaturesof communicationinthesecontexts.Theyrecognisetheuseofthelanguageininformationandcommunicationstechnology applicationsandexperienceitinmultimediacomputertexts. Theymakelinksbetweenknowledgeaboutrelevantgeographyandhistory,orwaysofthinkingaboutspecific topics/issues(forexample,numbersystems,bargainingorhagglingwhenshopping,theinfluenceofsocial relationships)andtheirunderstandingofthelanguageanditsuse. Theyusesimplesoftwareapplicationstodemonstrateunderstandingofknownvocabularyandstructures.They participateinverysimpleinterpretingandtranslatingroutines. Studentscommunicaterelyingonmodelsandwithongoingteachersupportandscaffolding.Theyexperimentwith languageandexpressthemselvesbyapproximatingmeaning.
Standards
16
Languages
Level5
LearningFocus
AsstudentsworktowardstheachievementofstandardsatPathway1Level6,theylearnaboutculturaldifferences associatedwiththelanguageotherthanEnglish.TheyunderstandthatAustralianlifeandcultureareinfluencedbythese differentwaysoflife.Theylearnwhytherearesimilaritiesanddifferencesbetweenlanguages,andhowtheseare related. Studentsbegintounderstandandusethelanguagewithintheworldoftheirownexperienceandimagination,withsome topicsdrawnfromotherdomains,includingexchangingsimplepersonalinformationandopinions,andcreatingand performingshortskitsinthelanguage.Theystarttoreadandlocateitemsofinformationinshorttextsandtowriteshort paragraphs. Studentsmakelogicalattemptstodeciphermeaningfromwrittenandspokenmaterialandbegintouseresourcessuch asdictionaries.Theylearnstrategiesforretaininglanguageinformationforlateruseinnewapplicationsanddevelopan understandingofhowpartsofthelanguagesystemwork.Theyapproachlanguagelearningasaproblemsolvingactivity astheyconsciouslyconsideraspectsofgrammar. Activitiesmayincludeguidedroleplayscrossculturalsimulationsuseofmultimedia(suchasforguidedInternet searching,research,explorationorcollaboration,realtimeinterviews,surveysandemails)performingskitscommunity informationgatheringafamilylanguagerecordkeepingapersonaljournalandproducingbrochures,guidebooks, chartsandcaptions.Activitiesdesignedcollaborativelywithteachersinotherdomainscanbeextendedthrough translation,culturaladaptationorinterpreting,oraspectsofthethemeortopiccanbepresented,complementedor extendedthroughthelanguage. Studentslearntocommunicatebyreferringtoarangeofimplicitandexplicitmodelsandbyrespondingtoteacher prompting.Theybegintofunctioninopenendedsituations,allowingvariationandextensionoflanguageapplications. Theylearntospeakandwriteeffectivelyforarangeofpurposesandaudiences,approximatingmeaningandauthentic languageusewithindefinedtopics.Examplescouldincludewritinganemailorsimplestory,andorderinginacafor askingfordirections.
Standards
17
Languages
Level6
LearningFocus
AsstudentsworktowardstheachievementofstandardsatPathway1Level6,theylearnaboutculturaldifferences associatedwiththelanguageotherthanEnglish.TheyunderstandthatAustralianlifeandcultureareinfluencedbythese differentwaysoflife.Theylearnwhytherearesimilaritiesanddifferencesbetweenlanguages,andhowtheseare related. Studentsbegintounderstandandusethelanguagewithintheworldoftheirownexperienceandimagination,withsome topicsdrawnfromotherdomains,includingexchangingsimplepersonalinformationandopinions,andcreatingand performingshortskitsinthelanguage.Theystarttoreadandlocateitemsofinformationinshorttextsandtowriteshort paragraphs. Studentsmakelogicalattemptstodeciphermeaningfromwrittenandspokenmaterialandbegintouseresourcessuch asdictionaries.Theylearnstrategiesforretaininglanguageinformationforlateruseinnewapplicationsanddevelopan understandingofhowpartsofthelanguagesystemwork.Theyapproachlanguagelearningasaproblemsolvingactivity astheyconsciouslyconsideraspectsofgrammar. Activitiesmayincludeguidedroleplayscrossculturalsimulationsuseofmultimedia(suchasforguidedInternet searching,research,explorationorcollaboration,realtimeinterviews,surveysandemails)performingskitscommunity informationgatheringafamilylanguagerecordkeepingapersonaljournalandproducingbrochures,guidebooks, chartsandcaptions.Activitiesdesignedcollaborativelywithteachersinotherdomainscanbeextendedthrough translation,culturaladaptationorinterpreting,oraspectsofthethemeortopiccanbepresented,complementedor extendedthroughthelanguage. Studentslearntocommunicatebyreferringtoarangeofimplicitandexplicitmodelsandbyrespondingtoteacher prompting.Theybegintofunctioninopenendedsituations,allowingvariationandextensionoflanguageapplications. Theylearntospeakandwriteeffectivelyforarangeofpurposesandaudiences,approximatingmeaningandauthentic languageusewithindefinedtopics.Examplescouldincludewritinganemailorsimplestory,andorderinginacafor askingfordirections.
Standards
AtPathway1Level6,studentsparticipateinoralinteractionstoconveyandreceiveinformation.Studentsdemonstrate sounddiscriminationeffectively.Intonelanguages,studentsdiscerntonepatternsinslowedspeech. Studentsshowawarenessofthelanguageandculturalrequirementsrelatedtoagiventopictheyadaptlanguageand gestureappropriatelyfortherole,audienceandpurposeofthediscourse.Theyacquireandusenewinformationand language,andrecyclepreviouslylearntlanguageskillsandknowledgeinnewcontexts.Theyinitiateandlead communicationandrespondtocommunicationinitiatedbyothers. Studentsapplytheirknowledgeofwordmeanings,wordassociationsandcognatestotheirownwork.
18
Languages
Studentsorganiseandapplygrammaticalinformationandknowledgeofwords,conductdictionaryresearch,andwork independentlyondefinedprojectsusingthelanguage.
Romanalphabeticallanguages
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Studentsreadawiderangeofshortand/ormodifiedtextsformeaningandforuseasmodelsintheirownwriting.They readaloudeffectivelyandapplyknowledgeofpronunciation,punctuation,toneandlettersoundvariationsinparticular contexts.Writinginparagraphs,theyexpressthemselvesinarangeofcontextsandaresensitivetotheaudienceand purposeofthewriting.Usingprintandelectronicresources,theydraft,selfcorrect,accessdictionaries,scriptcheck andpresentwrittenproducts.
NonRomanalphabeticallanguages
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Studentsreadshortpassagesformeaning.Theyreadaloudeffectively,andapplyknowledgeofarangeofaccents, tonemarkersandpunctuationinavarietyofcontexts.Theyexpressthemselvesthroughwritingbygeneratingoriginal sentencesinthelanguage,usingmodelledexampleswhichmaybelinkedtoformparagraphs.Usingprintand electronicresources,theydraft,selfcorrect,accessdictionaries,scriptcheckandpresentwrittenproducts.
Characterlanguages
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Studentsreadshort,modifiedtextsformeaning.Theyreadaloudeffectively,andapplyknowledgeoffamiliarcharacters andpunctuationinarangeofcontexts.Theywritecharacters,payingattentiontoshape,strokeorderandproportion. Theycategorisethecharacterstheyhavelearntintogroupsbasedonsimilaritiesinmeaning,appearance, pronunciationorfunction,andintroducenewlylearntcharactersintotheseschemata.Theywritesentencesusing appropriatecharactersandformparagraphsbyfollowingmodelledexamples.Theyusepinyin/rmajiforbasicword processing.Theyexplaindistinctiverulesrelatingtowritinginthelanguage,andapplystrategies,usingprintand electronicresources,forcheckingandselfcorrectingtheircharacteruse.Theyidentifytraditionaltechniquesforwriting.
Signlanguage
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Studentsusesimplesignedtextsandidentifyspecificitemsofinformation,makechoices,answerquestionsandrelay informationtootherparticipantsinasignedexchange.Theyconveypersonalorfactualinformationinshort,linked sequences.Theyengageeffectivelyinexchangestoprovideandobtaininformationabouteverydayactivities.Theyuse variousinformationandcommunicationstechnologyapplicationsforrecordingandconveyingsignedmeaning.
Studentsdemonstrateskillsandknowledgeinthisdimensionbythechoicestheymakeinformulatingtheir responseto,oruseof,thelanguage. AtPathway1Level6,studentsapplyrelevantconversationalrulesandexpectationsforexample,thoserelatedto politeness.Theydemonstrateunderstandingofculturaldifferencesinwritingconventionsforspecificdiscourseformsby producingequivalentitemsinanotherlanguage. Studentsdemonstrateeffectivereflectionontheirlanguagelearningbysharingalearningstrategytheyusesuccessfully, orbyevaluatingandimprovingastrategytheyhavetried.Theyinteractwithmembersofthelanguagecommunityin Australiaasameansofextendingtheirunderstandingofperspectivesonthethemesandtopicsstudiedinthe classroom.
19
Languages
StudentsidentifywaysinwhichthelanguageandculturehasimpactedonAustraliaandpresentinformationinwrittenor oralformsinthelanguage.
20
Languages
Level7
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level8,theydeveloptheir understandingthatculturaldiversityexistsandthatcustomsandtraditionsvarywithincountriesandovertime.They investigatetheimportantelementsthatmakeupalanguagesystemandtheparticularfunctionsofgrammatical concepts,andlearnthatwordsmaynothaveadirectequivalentinanotherlanguage. TheybegintounderstandandusethelanguageotherthanEnglishwithintheworldofteenageexperience,ontopics relatedtogeneralinterest,topicsdrawnfromotherdomainsandtheworldoflearning.Theystarttoexchangepersonal information,opinions,ideas,feelingsandplansorallyandthroughcorrespondence.Theycontinuetoadaptthelanguage theyusetosuitthecommunicationcontext,andpractisemanagingshiftsoftopicandspeaker.Theyexplorethestructure oftextsanddistinguishbetweenmajorpointsanddetail.Usingvariousprintandelectronicresourcessuchas dictionaries,referencebooks,CDROMSandwebsites,theylocateandinterpretinformation.Theygaininsightintothe processofindependentlanguagelearning. Studentsreflectoncultureandlanguage,andtheskillsthatcanbeacquiredininterculturalunderstandingandlanguage awareness.Theybegintogeneraliseandreflectontherelationshipbetweenlanguagesandculturesbeyondboth Englishandthelanguagebeingstudied.Theyconsiderdeeperculturalknowledgethroughthemediumofthelanguage, includingconceptssuchastheculturalgroupsownnamesforitsculturalandcommunicativepractices. Activitiesincludeawiderangeoflistening,speaking,readingandwritingtasksaswellastasksthatintegratethese macroskillswithinterculturalunderstandingsandlanguageawareness.Studentsconsidertheaudience,purposeand appropriatelanguageforeachcommunicationtask. Studentscommunicatebyreferringtomodelsandrespondingtoprompting.Theyextendtheirknowledgeoflanguage andculturalunderstandingsandusethisknowledgetoinformselfexpressioninoralandwrittencommunication.They experimentwithlanguageandapproximateaccurateapplicationsinnewcontextsandinopenendedsituations.They explorearangeofcommunicativetoolsandtechnologyintheirownresearchanddevelopmentoforiginallanguage.
Standards
21
Languages
Level8
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level8,theydeveloptheir understandingthatculturaldiversityexistsandthatcustomsandtraditionsvarywithincountriesandovertime.They investigatetheimportantelementsthatmakeupalanguagesystemandtheparticularfunctionsofgrammatical concepts,andlearnthatwordsmaynothaveadirectequivalentinanotherlanguage. TheybegintounderstandandusethelanguageotherthanEnglishwithintheworldofteenageexperience,ontopics relatedtogeneralinterest,topicsdrawnfromotherdomainsandtheworldoflearning.Theystarttoexchangepersonal information,opinions,ideas,feelingsandplansorallyandthroughcorrespondence.Theycontinuetoadaptthelanguage theyusetosuitthecommunicationcontext,andpractisemanagingshiftsoftopicandspeaker.Theyexplorethestructure oftextsanddistinguishbetweenmajorpointsanddetail.Usingvariousprintandelectronicresourcessuchas dictionaries,referencebooks,CDROMSandwebsites,theylocateandinterpretinformation.Theygaininsightintothe processofindependentlanguagelearning. Studentsreflectoncultureandlanguage,andtheskillsthatcanbeacquiredininterculturalunderstandingandlanguage awareness.Theybegintogeneraliseandreflectontherelationshipbetweenlanguagesandculturesbeyondboth Englishandthelanguagebeingstudied.Theyconsiderdeeperculturalknowledgethroughthemediumofthelanguage, includingconceptssuchastheculturalgroupsownnamesforitsculturalandcommunicativepractices. Activitiesincludeawiderangeoflistening,speaking,readingandwritingtasksaswellastasksthatintegratethese macroskillswithinterculturalunderstandingsandlanguageawareness.Studentsconsidertheaudience,purposeand appropriatelanguageforeachcommunicationtask. Studentscommunicatebyreferringtomodelsandrespondingtoprompting.Theyextendtheirknowledgeoflanguage andculturalunderstandingsandusethisknowledgetoinformselfexpressioninoralandwrittencommunication.They experimentwithlanguageandapproximateaccurateapplicationsinnewcontextsandinopenendedsituations.They explorearangeofcommunicativetoolsandtechnologyintheirownresearchanddevelopmentoforiginallanguage.
Standards
AtPathway1Level8,studentsrecallmostofthemainideas,objectsanddetailspresentedwithatopicinthelanguage. Theyusearangeofstrategiestoassistinlisteningcomprehension. Studentsadaptlanguageandgestureappropriatelyfortherole,audienceandpurposeoftheinteraction,demonstrating awarenessoftheculturalandlanguagerequirementsofarangeofsituationsassociatedwiththetopicsbeingstudied. Studentsparticipateeffectivelyininteractionssuchasroleplaysandconversationsonsimpletopics.Theycreatesimple originaltextforspecificaudiencesandpurposesinprintandelectronicform.Theywriteparagraphsandlinked sequences,usingappropriatescriptandlanguagerelatedtothetopic.
22
Languages
Studentscriticallyreviewtheirownwriting.Theydrafttheirwritinganduseavarietyofwritingtechniquesandtoolsto presentinformationinarangeoftexttypes.Theylocateanddownloadinformationinthelanguagefromavarietyofprint andelectronicresourcesincludingdictionariesandreferencematerials.
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Studentsreadsilentlyandaloudtoextractand/orcommunicateinformation.Theywriteandedittheirownworkinthe languageandidentifyareaswheretheyneedfurtherassistance.Theyuseaccents,tonemarkersandpunctuation whereappropriateforthetopicandcontextofthewriting.Theywriteinlinkedparagraphsforspecificpurposes.
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Studentsreadshortpassagessilentlyandaloudtoextractand/orcommunicateinformation.Theyapplytheir knowledgeofarangeofaccentmarkersandpunctuationinreadingandwritingfamiliarandunfamiliartexts.Theywrite inlinkedsentencesandparagraphsonatopic.
Characterlanguages
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Studentsreadshort,modifiedtextsrelatedtothetopicsbeingstudied,silentlyandaloud.Theyapplyknowledgeof charactersandpunctuationinnewcontextsandextendtheirrangeoffamiliarcharacters.Theywriteparagraphsby followingmodelledexamples.Theyusestrategiesforcheckingandselfcorrectingtheircharacteruse,including informationandcommunicationstechnologyapplications.
Signlanguage
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Studentsdemonstrateunderstandingofauthenticandmodifiedsignedtexts,includingdiscussions,presentationsand conversationsemphasisingcommunicationbetweentwoormoreparticipants.Theypresentandrequestinformation andopinionsoncurriculumtopicsandtopicsofinterestinclassdiscussions,presentationsandconversations,and justifydecisions,expresspersonalviewsandprovideadvice.Theyeffectivelyuseinformationandcommunications technologyapplicationsforrecordingandcommunicatinginsignedlanguage.
Studentsdemonstrateskillsandknowledgeinthisdimensionbythechoicestheymakeinformulatingtheir responseto,oruseof,thelanguage. AtPathway1Level8,studentsactivelyparticipateinthecreationandmaintenanceofthelanguageandculturalambience intheclassroom.Theyselect,interpretandpresentknowledgeaboutthelanguage,itsspeakers,andcountrieswhereit isspoken. Studentsdemonstrateunderstandingofaspectsofinterpretationandtranslationbyusingappropriatelanguageand levelsofrespectindifferentcircumstances,thusreflectingtherelationshipbetweenthespeakersofthelanguage.They interactwithavarietyofspeakersofthelanguagefromdifferentcountriesandcommunities,includingAustralia,togain understandingofdiverseviewsandbeliefswithinandbetweenthesecommunities. Studentsexpresstheirownviewsandvaluesinrelationtosimplescenariosorpropositions.
23
Languages
Level9
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level10,theycompareandcontrast aspectsoflifeinnonEnglishspeakingcountrieswiththoseinmulticulturalAustralia,andtheimpactofsomeofthese aspectsonthewaypeoplebehaveanduselanguage. Theyexploretheextentandlimitationsofthelanguagethattheyhavelearnt.Theydevelopstrategiesformaximisingand extendingtheskillsandknowledgeandculturalunderstandingtheyhaveacquired.Theyunderstandthatlanguageisa complexsystemwithrules,anddifferencesfromEnglish.Theyrealisethatwordsandconceptsmaynothaveadirect equivalentinanotherlanguage. Studentsextendtheirinteractionstoexchangeinformationandopinionsontopicssuchasleisure,relationships,study, careersandthemedia,andissuesofconcerntoyoungpeoplesuchasenvironmentalissues,theimpactoftechnology, andglobalisation.Theyemploystrategiesforbroadeningtheirlanguageawareness,andrepertoireofscript,structures andvocabulary,fromreadingmaterials.Theydrawonknowledgeandskillsfromotherdomainstoinformwaysof applyinglanguageinnewcontexts. Theypractiseusinglanguageinanincreasingrangeofcontextsforexample,inthecommunity,andbegintomanipulate languagetoexpresstheirownpersonalmeanings.Theyunderstandarangeofspokenandwrittenconventionsinthe language,andtheyinitiateandparticipateinclassandchatroomdiscussion,conductresearchusingprintandelectronic resources,andreorganiseinformationtoproduceeffectiveextendedspokenandwrittendiscoursesinarangeofforms. Studentsbecomeincreasinglyawareofthedistinctivecultural,socialandlinguisticnatureofthestudyofalanguageand acknowledgetheneedtoextendandreinforcetheirownlearninginasequentialandsystematicway.Theycontributeto decisionsaboutthecontextforlearningandthesequencingoftopicsaccordingtotheirinterestsandneeds,including futurestudiesandcareergoals. Activitiesincludeawiderangeoflistening,speaking,readingandwritingtasksaswellastasksthatintegratethese macroskillswithinterculturalunderstandingsandlanguageawareness. Studentscommunicate,referringtoimplicitandsomeexplicitlanguagemodellingandinresponsetoprompting.They learntomanageopenendedcommunicationswitheffectiveapproximationsofaccuratelanguageforthecontext.They usearangeofstrategiesforvaryingandextendinglanguageapplications,expressingopinionandorganising informationwithcarefulconsiderationofaudience,purposeandappropriatelanguageforeachcommunicationtask.
Standards
24
Languages
Level10
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway1Level10,theycompareandcontrast aspectsoflifeinnonEnglishspeakingcountrieswiththoseinmulticulturalAustralia,andtheimpactofsomeofthese aspectsonthewaypeoplebehaveanduselanguage. Theyexploretheextentandlimitationsofthelanguagethattheyhavelearnt.Theydevelopstrategiesformaximisingand extendingtheskillsandknowledgeandculturalunderstandingtheyhaveacquired.Theyunderstandthatlanguageisa complexsystemwithrules,anddifferencesfromEnglish.Theyrealisethatwordsandconceptsmaynothaveadirect equivalentinanotherlanguage. Studentsextendtheirinteractionstoexchangeinformationandopinionsontopicssuchasleisure,relationships,study, careersandthemedia,andissuesofconcerntoyoungpeoplesuchasenvironmentalissues,theimpactoftechnology, andglobalisation.Theyemploystrategiesforbroadeningtheirlanguageawareness,andrepertoireofscript,structures andvocabulary,fromreadingmaterials.Theydrawonknowledgeandskillsfromotherdomainstoinformwaysof applyinglanguageinnewcontexts. Theypractiseusinglanguageinanincreasingrangeofcontextsforexample,inthecommunity,andbegintomanipulate languagetoexpresstheirownpersonalmeanings.Theyunderstandarangeofspokenandwrittenconventionsinthe language,andtheyinitiateandparticipateinclassandchatroomdiscussion,conductresearchusingprintandelectronic resources,andreorganiseinformationtoproduceeffectiveextendedspokenandwrittendiscoursesinarangeofforms. Studentsbecomeincreasinglyawareofthedistinctivecultural,socialandlinguisticnatureofthestudyofalanguageand acknowledgetheneedtoextendandreinforcetheirownlearninginasequentialandsystematicway.Theycontributeto decisionsaboutthecontextforlearningandthesequencingoftopicsaccordingtotheirinterestsandneeds,including futurestudiesandcareergoals. Activitiesincludeawiderangeoflistening,speaking,readingandwritingtasksaswellastasksthatintegratethese macroskillswithinterculturalunderstandingsandlanguageawareness. Studentscommunicate,referringtoimplicitandsomeexplicitlanguagemodellingandinresponsetoprompting.They learntomanageopenendedcommunicationswitheffectiveapproximationsofaccuratelanguageforthecontext.They usearangeofstrategiesforvaryingandextendinglanguageapplications,expressingopinionandorganising informationwithcarefulconsiderationofaudience,purposeandappropriatelanguageforeachcommunicationtask.
Standards
AtPathway1Level10,studentsidentifyrelevantinformationandideasfromspokentexts.Theyspontaneouslyparticipate ininteractionsrelatedtoaspecifictopic,andemployinsightsfrompreviouslanguagelearninginoralinteractions. Studentseffectivelydiscriminateandusepronunciation,tone,intonationandmetre.Theyinitiateandmaintain interactionstogiveandreceiveinformationandimpressions.
25
Languages
Studentsreproducethemainfeaturesofgrammarinthelanguage,andidentifydifferencesbetweenEnglishandother languages.Theyidentifywaysinwhichintentionsandideasareexpresseddifferentlyindifferentlanguages.They communicateinformationintranslationandinterpretationactivities,demonstratingcarefulconsiderationoftheneedsof thelistenerorreader,andsensitivitytoculturalsimilarityanddifferencesinmeaningandintent. Studentsdeducerelationships,mood,attitudesandsocialcontextfromvisualstimuli.Theyidentifycharacteristicsinthe individualstyleofwritersofthelanguageinrelationtotheaudiencesandpurposesforaparticulartext. Studentsreadtextsandeffectivelyextractmainideasanddetailedinformationforuseinnewcontexts.
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Studentsreadselectedtextswithfluency.Theyreadformeaningandtocommunicateinformation.Theyexpress themselvesthroughextendedwritinginthelanguageinprintandelectronicform.Theyrecogniseandusethe conventionsofarangeoftexttypes.
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Studentsreadselectedpassageswithfluency.Theyreadformeaningandtocommunicateinformation.Theyapply theirknowledgeofaccentsandpunctuationinbothreadingandwriting.Theyexpressthemselvesinextended passagesandlinkedparagraphsinprintandelectronicform.
Characterlanguages
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Studentsreadmodifiedtextswithfluency.Theyreadformeaningandunderstandwaysofusingideographiccuesto extendunderstanding.Theyapplyknowledgeofcharactersandpunctuationinnewcontextsandextendtheirrangeof familiarcharacters.Theyusearangeoftechniquesforrememberingandacquiringnewcharacterknowledge.They writelinkedparagraphsandsomeextendedpassagesinprintandelectronicform.Theyusestrategiesforchecking andselfcorrectingtheircharacteruse,includingusinginformationandcommunicationstechnologyapplications.
Signlanguage
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Studentsidentifyopinions,events,rolesandthemesindescriptiveandinformativesignedtexts,andpresentthemin anotherformatinordertoprovidepersonalreflection,asolutionoracomparison.Theysynthesiseandpresent informationontopicsofsocialandculturalimportanceinnarratives,discussionsandconversationsinorderto persuadeanaudienceofapointofview.Theyuseinformationandcommunicationstechnologyapplicationsfor researchandrecordingandcommunicatinginsignedlanguage.
Studentsdemonstrateskillsandknowledgeinthisdimensionbythechoicestheymakeinformulatingtheir responseto,oruseof,thelanguage. AtPathway1Level10,studentsdemonstrateanawarenessoftheextentandlimitationsofthelanguagethroughcreation ofrealisticapplicationsofknowledgeandskillsinarangeofsituations.Theydemonstrateknowledgeoftheeffectof wordorderandcontextonmeaning.
26
Languages
Throughaccurateandcontextsensitivelanguageuse,studentsdemonstrateunderstandingofculturalinfluencesonthe wayspeoplebehaveanduselanguage.Theyuseillustrativeexamplesinthelanguagetoexplainthedifferencesand similaritiesbetweenlanguages. Theydemonstrateunderstandingoflanguageasacomplexsystemthroughstrategiessuchasreflection,drafting, questioninglinguisticrelationships,observingandhypothesising.Theytestthevalidityoftheirunderstandingbyreferring tootherspeakersofthelanguage,researchand/orobservation. Studentscontributetodiscussionsaboutthegeneralconceptofculture,andtherelationshipsbetweencultures, includingtheeffectsofmigrationandtravel,bypresentingillustrativeexamples.Theyidentifygeneralculturalpatternsthat flowacrossspecificsettingsandtimes.Theyrecognisenuancesinmeaninganddemonstrateanawarenessofthe dynamicnatureoflanguagethroughthelanguageandmannerismstheyuseininteractionsinarangeofcultural settings.Theydemonstrateanunderstandingofvariationsinculturalperspectivesbetweenspeakersofthelanguagein differentsettings,byeffectivelyinteractingwithmembersofthelanguagecommunityinAustralia. Inthelanguage,studentsdescribesomeoftheirpresentpersonalvaluesandopinions,andcomparethemwith previouslyheldviews.
27
Languages
Level7
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway2Level7,theydeveloptheir understandingthatculturaldiversityexistsandthatcustomsandtraditionsvarywithincountriesandovertime.They understandthattheseinfluenceAustralianlifeandculture.Theyalsolearnaboutthebasicgeographyandhistoryofthe countryorcountrieswherethelanguageotherthanEnglishisusedandmakecomparisonswithAustraliaandother countriesassociatedwiththelanguagestheyhavepreviouslystudied. Studentslearnwhytherearesimilaritiesanddifferencesbetweenlanguages,andhowthesearerelated.Theybeginto haveagraspofthehistoryofthelanguagetheyarestudyinganditslinkswithotherlanguages. Studentsbegintounderstandandusethelanguagewithintheworldoftheirownexperience,includingtheworldof learning,withsometopicsdrawnfromotherdomains.Theyparticipateinactivitieswheretheypractiseexchanging simplepersonalinformationontopicssuchasself,friends,family,time,school,likes,dislikes,foods,dailyroutinesand pastimes.Theytalkaboutthemselvesinresponsetoquestions,andlearntoaskquestions. Theybegintowriteshortparagraphs,initiallybasedonmodelsandonmemorisedsequences,eventuallydeveloping independence.Theyapplybasicwordprocessingskillsusingthelanguage. Studentsareincreasinglyawarethattherearetechnicaltermsforpartsofsentences,andthattheyneedtoreflecton words,andtheirfunctionandplaceinasentence.Theylearntodifferentiatebetween,andpronounce,soundsandto makeuseofcognatesbetweenlanguages.Theyconsciouslyconsideraspectsofgrammarandapproachlanguage learningasaproblemsolvingactivity. Theymakelogicalattemptstodeciphermeaningfromwrittenandspokeninput,anduseprintandelectronicresources suchasdictionariesandCDROMs.Theylearnstrategiesforretaininglanguageinformationforlateruseinnew applications,andunderstandhowpartsofthelanguagesystemwork.Greetings,introductions,songsandothersimple routinesareusedtointroducethesoundsofthelanguageandtoencouragestudentstousethelanguage.Fromthe beginning,studentsareexposedtowords,phrasesandbasicsentencesinthelanguage.Asfaraspossible,students areimmersedinhearingthelanguage,whosemeaningismadeclearby:
l l l l l
gestures(forexample,indicating,touching) dramatisation(forexample,roleplaying,costumewearing,dollmaking,scenarios,imitatingcharacters) singing(forexample,actedparts,participationrhymes,choralpractice) activities(forexample,painting,Internetormultimediagames,digitallearningobjects,interculturalawarenessgames) conversing(forexample,repeatingteachermodels,askingandansweringscaffoldedquestions,identifyingobjects andtheircharacteristics,usinghereandnowcues,labellingclassroomandhomeobjects) viewing(forexample,video,graphic,visualandotherstimulusmaterial) dance readingaloud(forexampleancienttextswhichdevelopaknowledgeofpronunciationanddeliveryinordertogainafull appreciationoftheliteraryqualitiesofthesetexts)etc.
l l l
Studentsparticipateinarangeofactivitiesincludingcooking,physicaleducation,games,drawingandpuppetmaking whichlocatethelanguageinrealcommunicationcontexts,hearingextendedbutsimplestretchesofthelanguageand graduallyusingitthemselves.
28
Languages
Studentscommunicatebyreferringtoarangeofmodelsandrespondingtoteacherprompting.Theybegintoperformin openendedsituations,allowingvariationandextensionoflanguageapplications.Theyspeakandwriteeffectively, approximatingmeaningandauthenticlanguageusewithindefinedtopicsandcontexts.
Standards
AtPathway2Level7,studentsareworkingtowardtheLevel8standards.
29
Languages
Level8
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway2Level8,theydeveloptheir understandingthatculturaldiversityexistsandthatcustomsandtraditionsvarywithincountriesandovertime.They understandthattheseinfluenceAustralianlifeandculture.Theyalsolearnaboutthebasicgeographyandhistoryofthe countryorcountrieswherethelanguageotherthanEnglishisusedandmakecomparisonswithAustraliaandother countriesassociatedwiththelanguagestheyhavepreviouslystudied. Studentslearnwhytherearesimilaritiesanddifferencesbetweenlanguages,andhowthesearerelated.Theybeginto haveagraspofthehistoryofthelanguagetheyarestudyinganditslinkswithotherlanguages. Studentsbegintounderstandandusethelanguagewithintheworldoftheirownexperience,includingtheworldof learning,withsometopicsdrawnfromotherdomains.Theyparticipateinactivitieswheretheypractiseexchanging simplepersonalinformationontopicssuchasself,friends,family,time,school,likes,dislikes,foods,dailyroutinesand pastimes.Theytalkaboutthemselvesinresponsetoquestions,andlearntoaskquestions. Theybegintowriteshortparagraphs,initiallybasedonmodelsandonmemorisedsequences,eventuallydeveloping independence.Theyapplybasicwordprocessingskillsusingthelanguage. Studentsareincreasinglyawarethattherearetechnicaltermsforpartsofsentences,andthattheyneedtoreflecton words,andtheirfunctionandplaceinasentence.Theylearntodifferentiatebetween,andpronounce,soundsandto makeuseofcognatesbetweenlanguages.Theyconsciouslyconsideraspectsofgrammarandapproachlanguage learningasaproblemsolvingactivity. Theymakelogicalattemptstodeciphermeaningfromwrittenandspokeninput,anduseprintandelectronicresources suchasdictionariesandCDROMs.Theylearnstrategiesforretaininglanguageinformationforlateruseinnew applications,andunderstandhowpartsofthelanguagesystemwork.Greetings,introductions,songsandothersimple routinesareusedtointroducethesoundsofthelanguageandtoencouragestudentstousethelanguage.Fromthe beginning,studentsareexposedtowords,phrasesandbasicsentencesinthelanguage.Asfaraspossible,students areimmersedinhearingthelanguage,whosemeaningismadeclearby:
l l l l l
gestures(forexample,indicating,touching) dramatisation(forexample,roleplaying,costumewearing,dollmaking,scenarios,imitatingcharacters) singing(forexample,actedparts,participationrhymes,choralpractice) activities(forexample,painting,Internetormultimediagames,digitallearningobjects,interculturalawarenessgames) conversing(forexample,repeatingteachermodels,askingandansweringscaffoldedquestions,identifyingobjects andtheircharacteristics,usinghereandnowcues,labellingclassroomandhomeobjects) viewing(forexample,video,graphic,visualandotherstimulusmaterial) dance readingaloud(forexampleancienttextswhichdevelopaknowledgeofpronunciationanddeliveryinordertogainafull appreciationoftheliteraryqualitiesofthesetexts)etc.
l l l
Studentsparticipateinarangeofactivitiesincludingcooking,physicaleducation,games,drawingandpuppetmaking whichlocatethelanguageinrealcommunicationcontexts,hearingextendedbutsimplestretchesofthelanguageand graduallyusingitthemselves.
30
Languages
Studentscommunicatebyreferringtoarangeofmodelsandrespondingtoteacherprompting.Theybegintoperformin openendedsituations,allowingvariationandextensionoflanguageapplications.Theyspeakandwriteeffectively, approximatingmeaningandauthenticlanguageusewithindefinedtopicsandcontexts.
Standards
AtPathway2Level8,studentsintroducethemselves,greetandfarewellothersusingtheappropriateregisterand reproducemodelleduseoflanguage.Theyexchangesimpleinformationontopicssuchasdailyroutinesandaspectsof theirworld.Theytalkaboutthemselvesinresponsetoquestions,andaskquestionsinresponse.Studentsmanipulate modelledlanguage.Theyreadorlistentopassagesandextractbasicfactualinformationondefinedtopics. Studentsdemonstrateeffectivesounddiscrimination.Intonelanguages,studentsdiscernallthetonepatternsinslowed speech. Studentsdescribeanduseculturallyspecificgesturesandbodylanguage.Theyshowawarenessofthelanguage requirementsofarangeofspecificsituationsrelatedtoagiventopic,andadaptlanguageandgestureappropriatelyfor therole,audienceandpurposeofthediscourse.Theyacquireandusenewinformationandlanguage,andrecycle previouslylearntlanguageskillsandknowledgeinnewcontexts. Studentsexplorewordmeanings,wordassociations,cognates,andsoon,andapplythisknowledgetotheirownwork.
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Studentsidentifysimilarlettersthatsounddifferentinthelanguage.Theyreadarangeofshort,andsometimes modified,textsformeaning.Theyreadaloudandattempttoapplyknowledgeofpronunciation,punctuation,toneand lettersoundvariationsinparticularcontexts.Theyexpressthemselvesthroughwritinginsentencesandparagraphsin printandelectronicform.
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Studentsdescribethedifferentwritingsystemandwriteletters,wordsandshortsentences.Theyreadshortpassages formeaning.Theypractisereadingaloudandattempttoapplyknowledgeofarangeofaccentmarkersand punctuationinavarietyofcontexts.Theyexpressthemselvesthroughwriting,inprintandelectronicform,bygenerating originalsentenceswhichmaybelinkedtoformparagraphs.
Characterlanguages
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Studentsdiscussthedifferencesbetweenwritingsystemsacrosslanguages.Theyreadshort,modifiedtextsfor meaning.Theyreadaloudeffectively,applyingknowledgeoffamiliarcharactersandpunctuationinarangeofcontexts. Theywritecharactersusingappropriateconventionsforproducingthem(forexample,withaccurateshapeandstroke order)andfortheorganisationofextendedwriting.Theyusepinyin/rmajiforbasicwordprocessing.Theyuse strategiesincludinginformationandcommunicationstechnologyapplications,forcheckingandselfcorrectingtheir characteruse.
Signlanguage
31
Languages
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Studentsinterpretinformationbycomparing,discussingoptionsanddrawingconclusions.Theycreatesimplesigned sequencestoprovidefactualinformationandmanipulateformulaiclanguagetoexpresspersonalmeaningsinliveand simulatedsituations.Theyuseinformationandcommunicationstechnologyapplicationsforrecordingandconveying signedmeaning.
ClassicallanguagesForClassicallanguages,thecompletestandardisprovidedbelow:
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Studentsreadandinterpretarangeofsignificantlymodifiedtextsformeaningandextractbasicfactualinformationon definedtopics.Studentsbegintowritesimplesentencesusingmodifiedtextsasaguide.Theydemonstratean understandingofwordmeanings,wordassociations,cognatesandderivativesandapplythisknowledgetotheirown work.Theymanipulatemodelledlanguageatthelevelofsimplesentences.andidentify,describeanddiscusssimple linguisticandgrammaticalstructuresofthelanguage.Studentsshowanunderstandingofmorphologicalfeatures suchascase,gender,number,person,tense,moodandtheimportanceofgrammaticalagreement.They demonstrateeffectivesounddiscrimination. ForLatin,studentsidentifysimilarlettersthatsounddifferentinthelanguage,andreadaloud,attemptingtoapply knowledgeofpronunciation. ForClassicallanguageswithanonRomanalphabet,suchasClassicalGreek,studentsdescribethedifferentwriting systemandwriteletters,wordsandshortsentences.Theydescribeanddiscussadditionalelementarylinguistic structures,suchasparticlesandaspect.
Studentsdemonstrateskillsandknowledgeinthisdimensionbythechoicestheymakeinformulatingtheir responseto,oruseof,thelanguage. AtPathway2Level8,studentsactivelycontributetotheestablishmentofaphysicalandlanguageenvironmentinthe classroomthatreflectsthelanguageandculture.Theyselect,interpretandpresentknowledgeaboutthelanguage,its speakers,andcountrieswhereitisspoken. Studentsdemonstrateunderstandingofaspectsofinterpretationandtranslationbyusingappropriatelanguageand levelsofrespectindifferentcircumstances,thusreflectingtherelationshipbetweenthespeakersofthelanguage. Theyinteractwithavarietyofspeakersofthelanguage,possiblyfromdifferentcountriesandcommunities,including Australia,togainunderstandingofdiverseviewsandbeliefswithinandbetweenthesecommunities.Studentsofa classicallanguagedemonstrateanunderstandingofthetargetculturefromanhistoricalperspectiveleadingtoan appreciationofancientlife,historyandcultureassociatedwiththelanguage. Studentsexpresstheirownviewsandvaluesinrelationtosimplescenariosorpropositions.
32
Languages
Level9
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway2Level9,theycompareandcontrast aspectsoflifeinnonEnglishspeakingcountrieswiththoseinmulticulturalAustralia,andidentifysimilaritiesand differences. Studentslearntorecognisetheextentandlimitationsoftheirlanguageproficiencyanddevelopstrategiesformaximising andextendingtheirlanguageskills,knowledgeandculturalunderstanding.Theyunderstandthatlanguageisacomplex systemwithrules,andthattherearesubtledifferencesbetweenlanguages.Theyappreciatethatdirecttransposition fromEnglishcannotoccur.Theyreflectontheirownlearningstylesandstrategies. Studentsinteracttoexchangeinformationandopinionsontopicsrelatedtotheworldofadolescenceincludingleisure, relationships,study,careersandthemedia,andissuesofgeneralinteresttoyoungpeople.Theydrawonknowledge andskillsfromotherareasofthecurriculumtoinformtheirapplicationofthelanguageinnewcontexts.They communicatetheirownpersonalmeaningsthroughthelanguage.Theyadapttheirlanguagetothetaskandreduce abstractideastothepersonalandconcrete. Byinitiatingandparticipatinginclassandchatroomdiscussionandwritingtasks,studentsexpandtheirknowledgeof spokenandwrittenconventions.Theyconductresearchandreorganiseinformationtopresenttoothersinarangeof spokenandwrittenforms. Studentsunderstandthecumulativenatureoflanguagelearning,andcontributetodecisionsaboutthesequencingof topicsaccordingtotheirinterestsandneeds.Theyareawareofthedistinctivecultural,socialandlinguisticnatureofthe studyofalanguage.Theyacknowledgetheneedtoextendandreinforcetheirownlearninginasequentialand systematicway.Theycontributetodecisionsaboutthecontextforlearningandthesequencingoftopicsaccordingtotheir interestsandneeds,includingfuturestudiesandcareergoals. Studentsconsidertheaudience,purposeandappropriatelanguageforarangeoflistening,speaking,readingand writingtasks,therebygaininglanguageawarenessandinterculturalunderstanding.Theyusearangeofcommunicative toolsandinformationandcommunicationstechnologyapplicationsintheirownresearchanddevelopmentoforiginal language. Studentscommunicate,referringtoimplicitandsomeexplicitlanguagemodellingandinresponsetoprompting.They extendtheirknowledgeoflanguageandculturalunderstandingandusethisknowledgeforselfexpressioninoraland writtencommunication.Theyexperimentwithlanguageandapproximateaccurateapplicationsinnewcontextsandin openendedsituations.Theyuseavarietyofstrategiesforvaryingandextendinglanguageapplications,expressing opinionandorganisinginformation.
Standards
AtPathway2Level9,studentsareworkingtowardtheLevel10standards.
33
Languages
Level10
LearningFocus
AsstudentsworktowardstheachievementofstandardsinLanguagesatPathway2Level10,theycompareandcontrast aspectsoflifeinnonEnglishspeakingcountrieswiththoseinmulticulturalAustralia,andidentifysimilaritiesand differences. Studentslearntorecognisetheextentandlimitationsoftheirlanguageproficiencyanddevelopstrategiesformaximising andextendingtheirlanguageskills,knowledgeandculturalunderstanding.Theyunderstandthatlanguageisacomplex systemwithrules,andthattherearesubtledifferencesbetweenlanguages.Theyappreciatethatdirecttransposition fromEnglishcannotoccur.Theyreflectontheirownlearningstylesandstrategies. Studentsinteracttoexchangeinformationandopinionsontopicsrelatedtotheworldofadolescenceincludingleisure, relationships,study,careersandthemedia,andissuesofgeneralinteresttoyoungpeople.Theydrawonknowledge andskillsfromotherareasofthecurriculumtoinformtheirapplicationofthelanguageinnewcontexts.They communicatetheirownpersonalmeaningsthroughthelanguage.Theyadapttheirlanguagetothetaskandreduce abstractideastothepersonalandconcrete. Byinitiatingandparticipatinginclassandchatroomdiscussionandwritingtasks,studentsexpandtheirknowledgeof spokenandwrittenconventions.Theyconductresearchandreorganiseinformationtopresenttoothersinarangeof spokenandwrittenforms. Studentsunderstandthecumulativenatureoflanguagelearning,andcontributetodecisionsaboutthesequencingof topicsaccordingtotheirinterestsandneeds.Theyareawareofthedistinctivecultural,socialandlinguisticnatureofthe studyofalanguage.Theyacknowledgetheneedtoextendandreinforcetheirownlearninginasequentialand systematicway.Theycontributetodecisionsaboutthecontextforlearningandthesequencingoftopicsaccordingtotheir interestsandneeds,includingfuturestudiesandcareergoals. Studentsconsidertheaudience,purposeandappropriatelanguageforarangeoflistening,speaking,readingand writingtasks,therebygaininglanguageawarenessandinterculturalunderstanding.Theyusearangeofcommunicative toolsandinformationandcommunicationstechnologyapplicationsintheirownresearchanddevelopmentoforiginal language. Studentscommunicate,referringtoimplicitandsomeexplicitlanguagemodellingandinresponsetoprompting.They extendtheirknowledgeoflanguageandculturalunderstandingandusethisknowledgeforselfexpressioninoraland writtencommunication.Theyexperimentwithlanguageandapproximateaccurateapplicationsinnewcontextsandin openendedsituations.Theyuseavarietyofstrategiesforvaryingandextendinglanguageapplications,expressing opinionandorganisinginformation.
Standards
AtPathway2Level10,studentsrecallmostofthemainideas,objectsanddetailspresentedinatopic.Theyreproduce themainfeaturesofgrammarinthelanguageandidentifydifferenceswithEnglishandotherlanguages.Theyidentify waysinwhichintentionsandideasareexpressedindifferentlanguages.
34
Languages
Studentsidentifyrelevantinformationandideasfromspokentexts.Theydiscriminateanduseappropriatepronunciation, tone,intonationandmetre.Studentsusearangeofstrategiestoassistinlisteningcomprehension.Theyparticipatein interactionsrelatedtoaspecifictopicandrecyclelanguagetoexpressinformationandimpressionseffectivelyinoral interactions. Studentsdemonstrateawarenessofthelanguagerequirementsofarangeofsituationsassociatedwiththetopicsbeing studied,andadaptlanguageandgestureappropriatelyfortherole,audienceandpurposeoftheinteraction.Students communicateinformationintranslationandinterpretationactivities,demonstratingcarefulconsiderationoftheneedsof thelistenerorreader,andsensitivitytoculturalaspects(similarityanddifferencesinmeaningandintent). Studentsreadtextsandidentifyandextractmainideasanddetailedinformationforuseinnewcontexts.Foraparticular text,theyidentifycharacteristicsofthewritingstyleinrelationtotheaudience/sandpurpose/s. Studentscreatesimpleoriginaltextforspecificaudiencesandpurposes.Theyuseappropriatescriptandaccurate languagerelatedtothetopic.Theycreatedraftmaterialsinwritingandlocateinformationinthelanguagefromavarietyof sources.
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Studentsreadselectedtextswithfluency,bothsilentlyandaloud.Theywriteandeditinthelanguageinprintand electronicform.Theyidentifyanduseappropriateaccentmarkersandpunctuation.Theywriteinlinkedparagraphsand produceextendedtext.
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Studentsreadshortpassagesformeaning,silentlyandaloud.Theyreadshortselectedpassageswithfluency.They applytheirknowledgeofarangeofaccentmarkersandpunctuationinbothreadingandwriting.Theyexpress themselvesinextendedpassagesandlinkedparagraphsrelatedtospecifictexttypesinprintandelectronicform.
Characterlanguages
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Studentsreadshort,modifiedtextsrelatedtoatopic,silentlyandaloud,withfluency.Theyapplyknowledgeof charactersandpunctuationinnewcontexts,andextendtheirrangeoffamiliarcharacters.Theyusearangeof techniquesforrememberingandacquiringnewcharacterknowledge.Theywritelinkedparagraphsandshort passagesinspecificcontexts.Theyusestrategiesforcheckingandselfcorrectingtheircharacteruse,includingusing informatinandcommunicationstechnologyapplications.Theyemploystrategiesforbroadeningtheirlanguage awarenessandrepertoireofscript,structuresandvocabularyfromreadingmaterials.Theyreadformeaningandshow anunderstandingofwaysofusingideographiccuestoextendunderstanding.
Signlanguage
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Studentsidentifyideas,opinionsandthemesinsignedtextsfromotherdomainsbyoutlining,summarisingand classifyingtheinformationpresented.Theyengageinconversationand/ornegotiationinordertomakechoices, resolveaproblem,plananevent,ormakearrangementswithothers.Theyuseinformationandcommunications technologyapplicationsforrecordingandcommunicatinginsignedlanguage.
ClassicallanguagesForClassicallanguages,thecompletestandardisprovidedbelow:
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Languages
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Studentsreadandinterpretmodifiedtextsformeaningandidentifycomplexlinguisticstructures,languageuse,content andcontext.Theyanalysemodifiedseenandunseentexts,identifyingandextractingmainideasanddetailedlinguistic information(usingresourcesincludinginformationandcommunicationstechnology).Foraparticulartext,theyidentify characteristicsofthewritingstyleinrelationtoaudienceandpurpose. Studentsmanipulatemodelledlanguageatthelevelofcomplexsentences.Theydemonstrateanunderstandingof grammarthroughanalysisofsyntaxandmanipulationofmorphology. Theydemonstrateanunderstandingoftheuseofmoodinbothmainandsubordinateclauses.Theyidentifyparticular casedependentstructuressuchastheablativeabsoluteinLatinandthegenitiveabsoluteinClassicalGreek.
Studentsdemonstrateskillsandknowledgeinthisdimensionbythechoicestheymakeinformulatingtheir responseto,oruseof,thelanguage. AtPathway2Level10,studentsgeneratetheirownapplicationsfortheirlanguageknowledgeandskillsinarangeof realisticsituations.Theydemonstrateunderstandingofculturalinfluencesonthewayspeoplebehaveanduse language,throughapproximatingaccurateandcontextsensitivelanguageuse.Theyuseillustrativeexamplesinthe languagetoexplainthedifferencesandsimilaritiesbetweenlanguages. Throughreflection,drafting,questioninglinguisticrelationships,observationsandhypothesising,studentsdemonstrate anunderstandingthatlanguageisacomplexsystem.Theytestthevalidityoftheirunderstandingbyreferringtoother speakersofthelanguage,byresearchandbyobservation. Studentscontributetodiscussionsaboutthegeneralconceptofculture,andtherelationofculturestoeachother, includingtheeffectsofmigrationandtravel,bypresentingillustrativeexamplesinthelanguage.Theyidentifygeneral culturalpatternsthatflowacrossspecificsettingsandtimes.Theyidentifynuancesinmeaning,anddemonstrate awarenessofthedynamicnatureoflanguagethroughthelanguageandmannerismstheyuseininteractionsinarange ofculturalsettings. Inthelanguage,studentsdescribesomeoftheirpresentpersonalvaluesandopinions,andcomparethemwith previouslyheldviews. StudentsofaClassicalLanguagedescribeandanalyseaspectsofsocialandpoliticalstructuresinancientsocietyand thedevelopmentofthesestructuresfromacontemporaryperspective.Theyidentifyissuesofgenreandpurposein writingbyexplaining,comparingandcommentingonaspectsofthehistoricalandculturalbackground.
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Mathematics
TableofContents Overview RationaleandAims Contentstructure MathematicsacrossFoundationtoLevel10 Achievementstandards Diversityoflearners Crosscurriculumpriorities CurriculumF10 FoundationLevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10 Level10A
2 2 2 5 7 7 8 11 11 14 17 21 25 30 35 40 46 51 56 61
Mathematics
Rationale
LearningmathematicscreatesopportunitiesforandenrichesthelivesofallAustralians.TheAustralianCurriculum: MathematicsprovidesstudentswithessentialmathematicalskillsandknowledgeinNumberandAlgebra,Measurement andGeometry,andStatisticsandProbability.Itdevelopsthenumeracycapabilitiesthatallstudentsneedintheirpersonal, workandciviclife,andprovidesthefundamentalsonwhichmathematicalspecialtiesandprofessionalapplicationsof mathematicsarebuilt. MathematicshasitsownvalueandbeautyandtheAustralianCurriculum:Mathematicsaimstoinstilinstudentsan appreciationoftheeleganceandpowerofmathematicalreasoning.Mathematicalideashaveevolvedacrossallcultures overthousandsoflevels,andareconstantlydeveloping.Digitaltechnologiesarefacilitatingthisexpansionofideasand providingaccesstonewtoolsforcontinuingmathematicalexplorationandinvention.Thecurriculumfocusesondeveloping increasinglysophisticatedandrefinedmathematicalunderstanding,fluency,logicalreasoning,analyticalthoughtand problemsolvingskills.Thesecapabilitiesenablestudentstorespondtofamiliarandunfamiliarsituationsbyemploying mathematicalstrategiestomakeinformeddecisionsandsolveproblemsefficiently. TheAustralianCurriculum:Mathematicsensuresthatthelinksbetweenthevariouscomponentsofmathematics,aswellas therelationshipbetweenmathematicsandotherdisciplines,aremadeclear.Mathematicsiscomposedofmultiplebut interrelatedandinterdependentconceptsandsystemswhichstudentsapplybeyondthemathematicsclassroom.In science,forexample,understandingsourcesoferrorandtheirimpactontheconfidenceofconclusionsisvital,asistheuse ofmathematicalmodelsinotherdisciplines.Ingeography,interpretationofdataunderpinsthestudyofhumanpopulations andtheirphysicalenvironmentsinhistory,studentsneedtobeabletoimaginetimelinesandtimeframestoreconcile relatedeventsandinEnglish,derivingquantitativeandspatialinformationisanimportantaspectofmakingmeaningof texts. Thecurriculumanticipatesthatschoolswillensureallstudentsbenefitfromaccesstothepowerofmathematicalreasoning andlearntoapplytheirmathematicalunderstandingcreativelyandefficiently.Themathematicscurriculumprovidesstudents withcarefullypaced,indepthstudyofcriticalskillsandconcepts.Itencouragesteacherstohelpstudentsbecomeself motivated,confidentlearnersthroughinquiryandactiveparticipationinchallengingandengagingexperiences.
Aims
TheAustralianCurriculum:Mathematicsaimstoensurethatstudents:
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areconfident,creativeusersandcommunicatorsofmathematics,abletoinvestigate,representandinterpretsituations intheirpersonalandworklivesandasactivecitizens developanincreasinglysophisticatedunderstandingofmathematicalconceptsandfluencywithprocesses,andare abletoposeandsolveproblemsandreasoninNumberandAlgebra,MeasurementandGeometry,andStatistics andProbability recogniseconnectionsbetweentheareasofmathematicsandotherdisciplinesandappreciatemathematicsasan accessibleandenjoyabledisciplinetostudy.
Contentstructure
TheAustralianCurriculum:Mathematicsisorganisedaroundtheinteractionofthreecontentstrandsandfourproficiency strands.
Mathematics
ThecontentstrandsareNumberandAlgebra,MeasurementandGeometry,andStatisticsandProbability.Theydescribe whatistobetaughtandlearnt. TheproficiencystrandsareUnderstanding,Fluency,ProblemSolving,andReasoning.Theydescribehowcontentis exploredordeveloped,thatis,thethinkinganddoingofmathematics.Theyprovidethelanguagetobuildinthe developmentalaspectsofthelearningofmathematicsandhavebeenincorporatedintothecontentdescriptionsofthethree contentstrandsdescribedabove.Thisapproachhasbeenadoptedtoensurestudentsproficiencyinmathematicalskills developsthroughoutthecurriculumandbecomesincreasinglysophisticatedoverthelevelsofschooling.
Contentstrands
NumberandAlgebra
NumberandAlgebraaredevelopedtogether,aseachenrichesthestudyoftheother.Studentsapplynumbersenseand strategiesforcountingandrepresentingnumbers.Theyexplorethemagnitudeandpropertiesofnumbers.Theyapplya rangeofstrategiesforcomputationandunderstandtheconnectionsbetweenoperations.Theyrecognisepatternsand understandtheconceptsofvariableandfunction.Theybuildontheirunderstandingofthenumbersystemtodescribe relationshipsandformulategeneralisations.Theyrecogniseequivalenceandsolveequationsandinequalities.Theyapply theirnumberandalgebraskillstoconductinvestigations,solveproblemsandcommunicatetheirreasoning.
MeasurementandGeometry
MeasurementandGeometryarepresentedtogethertoemphasisetheirrelationshiptoeachother,enhancingtheirpractical relevance.Studentsdevelopanincreasinglysophisticatedunderstandingofsize,shape,relativepositionandmovementof twodimensionalfiguresintheplaneandthreedimensionalobjectsinspace.Theyinvestigatepropertiesandapplytheir understandingofthemtodefine,compareandconstructfiguresandobjects.Theylearntodevelopgeometricarguments. Theymakemeaningfulmeasurementsofquantities,choosingappropriatemetricunitsofmeasurement.Theybuildan understandingoftheconnectionsbetweenunitsandcalculatederivedmeasuressuchasarea,speedanddensity.
StatisticsandProbability
StatisticsandProbabilityinitiallydevelopinparallelandthecurriculumthenprogressivelybuildsthelinksbetweenthem. Studentsrecogniseandanalysedataanddrawinferences.Theyrepresent,summariseandinterpretdataandundertake purposefulinvestigationsinvolvingthecollectionandinterpretationofdata.Theyassesslikelihoodandassignprobabilities usingexperimentalandtheoreticalapproaches.Theydevelopanincreasinglysophisticatedabilitytocriticallyevaluate chanceanddataconceptsandmakereasonedjudgmentsanddecisions,aswellasbuildingskillstocriticallyevaluate statisticalinformationanddevelopintuitionsaboutdata.
Proficiencystrands
Theproficiencystrandsdescribetheactionsinwhichstudentscanengagewhenlearningandusingthecontent.Whilenot allproficiencystrandsapplytoeverycontentdescription,theyindicatethebreadthofmathematicalactionsthatteacherscan emphasise.TheyarerepresentedacrossandwithintheLevelDescriptions,ContentDescriptionsandAchievement Standards.
Understanding
Mathematics
Studentsbuildarobustknowledgeofadaptableandtransferablemathematicalconcepts.Theymakeconnectionsbetween relatedconceptsandprogressivelyapplythefamiliartodevelopnewideas.Theydevelopanunderstandingofthe relationshipbetweenthewhyandthehowofmathematics.Studentsbuildunderstandingwhentheyconnectrelatedideas, whentheyrepresentconceptsindifferentways,whentheyidentifycommonalitiesanddifferencesbetweenaspectsof content,whentheydescribetheirthinkingmathematicallyandwhentheyinterpretmathematicalinformation.
Fluency
Studentsdevelopskillsinchoosingappropriateprocedures,carryingoutproceduresflexibly,accurately,efficientlyand appropriately,andrecallingfactualknowledgeandconceptsreadily.Studentsarefluentwhentheycalculateanswers efficiently,whentheyrecogniserobustwaysofansweringquestions,whentheychooseappropriatemethodsand approximations,whentheyrecalldefinitionsandregularlyusefacts,andwhentheycanmanipulateexpressionsand equationstofindsolutions.
ProblemSolving
Studentsdeveloptheabilitytomakechoices,interpret,formulate,modelandinvestigateproblemsituations,and communicatesolutionseffectively.Studentsformulateandsolveproblemswhentheyusemathematicstorepresent unfamiliarormeaningfulsituations,whentheydesigninvestigationsandplantheirapproaches,whentheyapplytheir existingstrategiestoseeksolutions,andwhentheyverifythattheiranswersarereasonable.
Reasoning
Studentsdevelopanincreasinglysophisticatedcapacityforlogicalthoughtandactions,suchasanalysing,proving, evaluating,explaining,inferring,justifyingandgeneralising.Studentsarereasoningmathematicallywhentheyexplaintheir thinking,whentheydeduceandjustifystrategiesusedandconclusionsreached,whentheyadapttheknowntotheunknown, whentheytransferlearningfromonecontexttoanother,whentheyprovethatsomethingistrueorfalseandwhenthey compareandcontrastrelatedideasandexplaintheirchoices.
Contentdescriptions
Themathematicscurriculumincludescontentdescriptionsateachlevel.Thesedescribetheknowledge,concepts,skills andprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn.However,theydonotprescribe approachestoteaching.Thecontentdescriptionsareintendedtoensurethatlearningisappropriatelyorderedandthat unnecessaryrepetitionisavoided.However,aconceptorskillintroducedatonelevelmayberevisited,strengthenedand extendedatlaterlevelsasneeded.
Substrands
Contentdescriptionsaregroupedintosubstrandstoillustratetheclarityandsequenceofdevelopmentofconceptsthrough andacrossthelevels.Theysupporttheabilitytoseetheconnectionsacrossstrandsandthesequentialdevelopmentof conceptsfromFoundationtoLevel10. NumberandAlgebra Numberandplacevalue(F8) MeasurementandGeometry Usingunitsofmeasurement (F10) StatisticsandProbability Chance(110)
Mathematics
Fractionsanddecimals(16) Shape(F7) Datarepresentationandinterpretation(F 10) Realnumbers(710) Moneyandfinancialmathematics(1 10) (F7) Geometricreasoning(310) Locationandtransformation
Patternsandalgebra(F10)
Pythagorasandtrigonometry(9 10)
Linearandnonlinearrelationships(8 10)
Leveldescriptions
Leveldescriptionsemphasisetheimportanceofworkingmathematicallywithinthecontent.Theyprovideanoverviewofthe relationshipbetweentheproficiencies(Understanding,Fluency,ProblemSolvingandReasoning)andthecontentforeach level.
Contentelaborations
ContentelaborationsareprovidedforFoundationtoLevel10toillustrateandexemplifycontentandassistteachersto developacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpointsthat allstudentsneedtobetaught.
Glossary
Aglossaryisprovidedtosupportthecommonunderstandingofkeytermsinthecontentdescriptions. Thissupportdocumentcontainsadditionalinformationtosupporttheglossary.
MathematicsacrossFoundationtoLevel10
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FoundationLevel2:typicallystudentsfrom5to8yearsofage Levels36:typicallystudentsfrom8to12yearsofage Levels710:typicallystudentsfrom12to16yearsofage.
FoundationLevel2
Theselevelslaythefoundationforlearningmathematics.Studentsatthislevelcanaccesspowerfulmathematicalideas relevanttotheircurrentlivesandlearnthelanguageofmathematics,whichisvitaltofutureprogression.
Mathematics
Childrenhavetheopportunitytoaccessmathematicalideasbydevelopingasenseofnumber,order,sequenceandpattern byunderstandingquantitiesandtheirrepresentationsbylearningaboutattributesofobjectsandcollections,position, movementanddirection,andbydevelopinganawarenessofthecollection,presentationandvariationofdataandacapacity tomakepredictionsaboutchanceevents. Understandingandexperiencingtheseconceptsintheearlylevelsprovidesafoundationforalgebraic,statisticaland numericalthinking,thatwilldevelopinsubsequentlevels.Thesefoundationsalsoenablechildrentoposebasic mathematicalquestionsabouttheirworld,toidentifysimplestrategiestoinvestigatesolutions,andtostrengthentheir reasoningtosolvepersonallymeaningfulproblems.
Levels36
Theselevelsemphasisetheimportanceofstudentsstudyingcoherent,meaningfulandpurposefulmathematicsthatis relevanttotheirlives.Studentsstillrequireactiveexperiencesthatallowthemtoconstructkeymathematicalideas,butalso graduallymovetousingmodels,picturesandsymbolstorepresenttheseideas. Thecurriculumdevelopskeyunderstandingsbyextendingthenumber,measurement,geometricandstatisticallearning fromtheearlylevelsbybuildingfoundationsforfuturestudiesthroughanemphasisonpatternsthatleadtogeneralisations bydescribingrelationshipsfromdatacollectedandrepresentedbymakingpredictionsandbyintroducingtopicsthat representakeychallengeintheselevels,suchasfractionsanddecimals. Intheselevelsofschooling,itisparticularlyimportantforstudentstodevelopadeepunderstandingofwholenumbersto buildreasoninginfractionsanddecimalsandtodevelopaconceptualunderstandingofplacevalue.Theseconceptsallow studentstodevelopproportionalreasoningandflexibilitywithnumberthroughmentalcomputationskills,andtoextendtheir numbersenseandstatisticalfluency.
Levels710
Theselevelsofschoolmarkashiftinmathematicslearningtomoreabstractideas.Throughkeyactivitiessuchasthe exploration,recognitionandapplicationofpatterns,thecapacityforabstractthoughtcanbedevelopedandthewaysof thinkingassociatedwithabstractideascanbeillustrated. Thefoundationsbuiltinpreviouslevelspreparestudentsforthischange.Previouslyestablishedmathematicalideascanbe drawnuponinunfamiliarsequencesandcombinationstosolvenonroutineproblemsandtoconsequentlydevelopmore complexmathematicalideas.However,studentsofthisagealsoneedanunderstandingoftheconnectionsbetween mathematicalconceptsandtheirapplicationintheirworldasamotivationtolearn.Thismeansusingcontextsdirectlyrelated totopicsofrelevanceandinteresttothisagegroup. Duringtheselevels,studentsneedtobeabletorepresentnumbersinavarietyofwaystodevelopanunderstandingofthe benefitsofalgebra,throughbuildingalgebraicmodelsandapplicationsandthevariousapplicationsofgeometrytoestimate andselectappropriateunitsofmeasuretoexplorewaysofworkingwithdatatoallowavarietyofrepresentationsandto makepredictionsabouteventsbasedontheirobservations. Theintentofthecurriculumistoencouragethedevelopmentofimportantideasinmoredepth,andtopromotethe interconnectednessofmathematicalconcepts.Anobviousconcernisthepreparationofstudentsintendingtocontinue studyingmathematicsintheseniorsecondarylevels.Teacherswill,inimplementingthecurriculum,extendthemore mathematicallyablestudentsbyusingappropriatechallengesandextensionswithinavailabletopics.Adeeper understandingofmathematicsinthecurriculumenhancesastudentspotentialtousethisknowledgetosolvenonroutine problems,bothatthislevelofstudyandatlaterstages.
Mathematics
Level10Acontentdescriptorsindicateoptionaladditionalcontentsuitablefordevelopmentofstudentmathematical backgroundinpreparationforfurtherstudyoffunctions,algebra,andcalculusaswellasotheradditionalcontentrelatedto statisticsandtrigonometry. TeacherscanincorporateaselectionofthisandotheradditionalcontentinLevel10mathematicscourses,asapplicablefor extensionandenrichmentpurposes,andtopreparestudentsforsubsequentstudyofvariousimplementationsofGeneral MathematicsUnits1and2and/orMathematicalMethods(CAS)Units1and2inLevel11. WhereadditionalmaterialisincludedinparticularaspreparationforsubsequentstudyofMathematicalMethods(CAS)Units 1and2,contentrelatingtoanintroductorytreatmentoflogarithmicfunctionsandcircularfunctions(asfunctionsofareal variable)willbehelpful.Thiscouldincluderelatedalgebraandsolvingsimpleequations,aswellassomesimple transformationsofgraphs,especiallyinmodellingcontexts.Studentsshouldalsobefamiliarwithcorrespondingworkon sets,includingrelevantnotation,thatunderpinsthestudyoffunctions,algebra,calculusandprobabilityaswellastheuseof technologyfornumeric,graphicandsymboliccomputation. TheAusVELSMathematicsScopeandSequencechartisavailablefromtheVCAAwebsite.
AcrossFoundationtoLevel10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstanding,andthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoLevel10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard.Together,thedescriptionofthe achievementstandardandtheaccompanyingsetofannotatedworksampleshelpteacherstomakejudgmentsabout whetherstudentshaveachievedthestandard.
DiversityofLearners
TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith specialeducationneeds.
Mathematics
Moststudentswithspecialeducationneedscanengagewiththecurriculumprovidedthenecessaryadjustmentsaremade tothecomplexityofthecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsand understanding. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontent,focusing instructiononcontentdifferenttothattaughttoothersintheiragegroup.Itfollowsthatadjustmentswillalsoneedtobemade tohowthestudentsprogressismonitored,assessedandreported. Forasmallpercentageofstudents,theFoundationtoLevel10curriculumcontentandachievementstandardsmaynotbe appropriatenormeaningful,evenwithadjustments.Mostofthesestudentshaveasignificantintellectualdisability.ACARA willdevelopadditionalcurriculumcontentandachievementstandardsforthisgroupofstudentsinordertoprovidean AustralianCurriculumthatisinclusiveofeverylearner. Intheinterim,adviceabouthowtousethecurriculumwithstudentswithspecialeducationneedsisavailablehereand fromtheDEECD. SchoolscanalsocontinuetousetheVELSStudentswithDisabilitiesGuidelines(PDF615KB).Thesewillbe updatedduring2013.
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EAL/DlearnersenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Mathematicsareultimatelythesameforallstudents.However,EAL/Dlearnersare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsofthemathematicscurriculum throughthatnewlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddresses theirlanguageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency. AnationalEAL/DdocumentisbeingproducedthatwillsupporttheAustralianCurriculum.Itwillprovideadescriptionofhow languageproficiencydevelops,andwillbeavaluablereferenceforallteachers.Itwillallowmathematicsteacherstoidentify thelanguagelevelsoftheEAL/Dlearnersintheirclassroomsandtoaddresstheirspecificlearningrequirementswhen teaching,ensuringequityofaccesstothemathematicslearningareaforall. Intheinterim,adviceabouthowtousethecurriculumwithEAL/Dstudentsisavailablehere.
Mathematics
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AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview. AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:mathematicsvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itprovides opportunitiesforstudentstoappreciatethatAboriginalandTorresStraitIslandersocietieshavesophisticatedapplicationsof mathematicalconcepts. Studentswillexploreconnectionsbetweenrepresentationsofnumberandpatternandhowtheyrelatetoaspectsof AboriginalandTorresStraitIslandercultures.Theywillinvestigatetime,place,relationshipsandmeasurementconceptsin AboriginalandTorresStraitIslandercontexts.StudentswilldeepentheirunderstandingofthelivesofAboriginalandTorres StraitIslanderPeoplesthroughtheapplicationandevaluationofstatisticaldata.
IntheAustralianCurriculum:Mathematics,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichand engagingcontextsfordevelopingstudentsmathematicalknowledge,skillsandunderstanding. TheAustralianCurriculum:Mathematicsprovidesopportunitiesforstudentstolearnabouttheunderstandingsand applicationsofMathematicsinAsia.MathematiciansfromAsiacontinuetocontributetotheongoingdevelopmentof Mathematics. Inthislearningarea,studentsdevelopmathematicalunderstandinginfieldssuchasnumber,patterns,measurement, symmetryandstatisticsbydrawingonknowledgeofandexamplesfromtheAsiaregion.Thesecouldincludecalculation, money,art,architecture,designandtravel.Investigationsinvolvingdatacollection,representationandanalysiscanbeused toexamineissuespertinenttotheAsiaregion.
Sustainability
IntheAustralianCurriculum:Mathematics,thepriorityofsustainabilityprovidesrich,engagingandauthenticcontextsfor developingstudentsabilitiesinnumberandalgebra,measurementandgeometry,andstatisticsandprobability.
Mathematics
TheAustralianCurriculum:Mathematicsprovidesopportunitiesforstudentstodeveloptheproficienciesofproblemsolving andreasoningessentialfortheexplorationofsustainabilityissuesandtheirsolutions.Mathematicalunderstandingsand skillsarenecessarytomeasure,monitorandquantifychangeinsocial,economicandecologicalsystemsovertime. Statisticalanalysisenablespredictionofprobablefuturesbasedonfindingsandhelpsinformdecisionmakingandactions thatwillleadtopreferredfutures. Inthislearningarea,studentscanobserve,recordandorganisedatacollectedfromprimarysourcesovertimeandanalyse datarelatingtoissuesofsustainabilityfromsecondarysources.Theycanapplyspatialreasoning,measurement, estimation,calculationandcomparisontogaugelocalecosystemhealthandcancostproposedactionsforsustainability.
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Mathematics
FoundationLevel
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics.
Atthislevel:
Understandingincludesconnectingnames,numeralsandquantities Fluencyincludesreadilycountingnumbersinsequences,continuingpatterns,andcomparingthelengthsofobjects ProblemSolvingincludesusingmaterialstomodelauthenticproblems,sortingobjects,usingfamiliarcounting sequencestosolveunfamiliarproblems,anddiscussingthereasonablenessoftheanswer Reasoningincludesexplainingcomparisonsofquantities,creatingpatterns,andexplainingprocessesforindirect comparisonoflength NumberandAlgebra Numberandplacevalue Establishunderstandingofthelanguageand processesofcountingbynamingnumbersin sequences,initiallytoandfrom20,movingfromany startingpoint(ACMNA001)
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Elaborations
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readingstoriesfromotherculturesfeaturingcountingin sequencetoassiststudentstorecognisewaysof countinginlocallanguagesandacrosscultures identifyingthenumberwordsinsequence,backwards andforwards,andreasoningwiththenumber sequences,establishingthelanguageonwhich subsequentcountingexperiencescanbebuilt developingfluencywithforwardsandbackwards countinginmeaningfulcontexts,includingstoriesand rhymes understandingthatnumbersaresaidinaparticular orderandtherearepatternsinthewaywesaythem understandingthateachobjectmustbecountedonly once,thatthearrangementofobjectsdoesnotaffecthow manythereare,andthatthelastnumbercounted answersthehowmanyquestion usingscenariostohelpstudentsrecognisethatother culturescountinavarietyofways,suchasbyplacing onepebbleinabagtorepresentoneobject(forexample tocountthenumberofcattle).
Connectnumbernames,numeralsandquantities, includingzero,initiallyupto10andthenbeyond (ACMNA002)
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Mathematics
Subitisesmallcollectionsofobjects(ACMNA003)
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usingsubitisingasthebasisfororderingandcomparing collectionsofnumbers comparingandorderingitemsoflikeandunlike characteristicsusingthewordsmore,less,sameas andnotthesameasandgivingreasonsforthese answers understandingandusingtermssuchasfirstand secondtoindicateordinalpositioninasequence. usingobjectswhicharepersonallyandculturallyrelevant tostudents usingarangeofpracticalstrategiesforaddingsmall groupsofnumbers,suchasvisualdisplaysorconcrete materials usingAboriginalandTorresStraitIslandermethodsof adding,includingspatialpatternsandreasoning
Compare,orderandmakecorrespondences betweencollections,initiallyto20,andexplain reasoning(ACMNA289)
Representpracticalsituationstomodeladditionand sharing(ACMNA004)
Patternsandalgebra Sortandclassifyfamiliarobjectsandexplainthe basisfortheseclassifications.Copy,continueand createpatternswithobjectsanddrawings (ACMNA005) MeasurementandGeometry Usingunitsofmeasurement Usedirectandindirectcomparisonstodecidewhich islonger,heavierorholdsmore,andexplain reasoningineverydaylanguage(ACMMG006)
Elaborations
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observingnaturalpatternsintheworldaroundus creatinganddescribingpatternsusingmaterials, sounds,movementsordrawings
Elaborations
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comparingobjectsdirectly,byplacingoneobjectagainst anothertodeterminewhichislongerorbypouringfrom onecontainerintotheothertoseewhichoneholdsmore usingsuitablelanguageassociatedwithmeasurement attributes,suchastallandtaller,heavyandheavier, holdsmoreandholdsless knowingandidentifyingthedaysoftheweekandlinking specificdaystofamiliarevents sequencingfamiliareventsintimeorder choosingeventsandactionsthatmakeconnectionswith studentseverydayfamilyroutines
Compareandorderthedurationofeventsusingthe everydaylanguageoftime(ACMMG007)
Connectdaysoftheweektofamiliareventsand actions(ACMMG008) Shape Sort,describeandnamefamiliartwodimensional shapesandthreedimensionalobjectsinthe environment(ACMMG009) Locationandtransformation
Elaborations
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sortinganddescribingsquares,circles,triangles, rectangles,spheresandcubes
Elaborations
12
Mathematics
Describepositionandmovement(ACMMG010)
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interpretingtheeverydaylanguageoflocationand direction,suchasbetween,near,nextto,forwards, towards followingandgivingsimpledirectionstoguideafriend aroundanobstaclepathandviceversa
StatisticsandProbability Datarepresentationandinterpretation Answeryes/noquestionstocollectinformation (ACMSP011)

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Elaborations
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posingquestionsaboutthemselvesandfamiliarobjects andevents representingresponsestoquestionsusingsimple displays,includinggroupingstudentsaccordingtotheir answers usingdatadisplaystoanswersimplequestionssuchas howmanystudentsansweredyestohavingbrown hair?
NumberandAlgebra Studentsconnectnumbernamesandnumeralswithsetsofupto20elements,estimatethesizeofthesesets,anduse countingstrategiestosolveproblemsthatinvolvecomparing,combiningandseparatingthesesets.Theymatchindividual objectswithcountingsequencesuptoandbackfrom20.Studentsorderthefirst10elementsofaset. MeasurementandGeometry Studentsidentifymeasurementattributesinpracticalsituationsandcomparelengths,massesandcapacitiesoffamiliar objects.Theyorderevents,explaintheirduration,andmatchdaysoftheweektofamiliarevents.Studentsidentifysimple shapesintheirenvironmentandsortshapesbytheircommonanddistinctivefeatures.Theyusesimplestatementsand gesturestodescribelocation. StatisticsandProbability Studentssortfamiliarcategoricaldataintosetsandusethesetoansweryes/noquestionsandmakesimpletrue/false statementsaboutthedata.
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Mathematics
Level1
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel:Understandingincludesconnectingnames,numeralsandquantities,andpartitioningnumbersinvarious ways Fluencyincludescountingnumberinsequencesreadilyforwardandbackwards,locatingnumbersonaline,andnaming thedaysoftheweek ProblemSolvingincludesusingmaterialstomodelauthenticproblems,givingandreceivingdirectionstounfamiliar places,andusingfamiliarcountingsequencestosolveunfamiliarproblemsanddiscusingthereasonablenessofthe answer Reasoningincludesexplainingdirectandindirectcomparisonsoflengthusinguniforminformalunits,justifying representationsofdata,andexplainingpatternsthathavebeencreated NumberandAlgebra Numberandplacevalue Developconfidencewithnumbersequencestoandfrom 100byonesfromanystartingpoint.Skipcountbytwos, fivesandtensstartingfromzero(ACMNA012)
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Elaborations
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usingthepopularKoreancountinggame(sam yukgu)forskipcounting developingfluencywithforwardsandbackwards countinginmeaningfulcontextssuchascircle games modellingnumberswitharangeofmaterialand images identifyingnumbersthatarerepresentedona numberlineandplacingnumbersonaprepared numberline understandingpartitioningofnumbersandthe importanceofgroupingintens understandingtwodigitnumbersascomprisedof tensandones/units developingarangeofmentalstrategiesfor additionandsubtractionproblems
Recognise,model,read,writeandordernumberstoat least100.Locatethesenumbersonanumberline (ACMNA013)
Countcollectionsto100bypartitioningnumbersusing placevalue(ACMNA014)
Representandsolvesimpleadditionandsubtraction problemsusingarangeofstrategiesincludingcountingon, partitioningandrearrangingparts(ACMNA015) Fractionsanddecimals
Elaborations
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Mathematics
Recogniseanddescribeonehalfasoneoftwoequalparts ofawhole.(ACMNA016)
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sharingacollectionofreadilyavailablematerials intotwoequalportions splittinganobjectintotwoequalpiecesand describinghowthepiecesareequal
Moneyandfinancialmathematics Recognise,describeandorderAustraliancoinsaccording totheirvalue(ACMNA017)
Elaborations
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showingthatcoinsaredifferentinothercountries bycomparingAsiancoinstoAustraliancoins understandingthatthevalueofAustraliancoinsis notrelatedtosize describingthefeaturesofcoinsthatmakeit possibletoidentifythem
Patternsandalgebra Investigateanddescribenumberpatternsformedbyskip countingandpatternswithobjects(ACMNA018)
Elaborations
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usingplacevaluepatternsbeyondtheteensto generalisethenumbersequenceandpredictthe nextnumber investigatingpatternsinthenumbersystem,such astheoccurrenceofaparticulardigitinthe numbersto100
MeasurementandGeometry Usingunitsofmeasurement Measureandcomparethelengthsandcapacitiesofpairs ofobjectsusinguniforminformalunits(ACMMG019) Telltimetothehalfhour(ACMMG020)

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Elaborations
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understandingthatinordertocompareobjects,the unitofmeasurementmustbethesamesize readingtimeonanalogueanddigitalclocksand observingthecharacteristicsofhalfhourtimes describingthedurationoffamiliarsituationssuch ashowlongisituntilwenextcometoschool?
Describedurationusingmonths,weeks,daysandhours (ACMMG021) Shape Recogniseandclassifyfamiliartwodimensionalshapes andthreedimensionalobjectsusingobviousfeatures (ACMMG022) Locationandtransformation
Elaborations
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focusingongeometricfeaturesanddescribing shapesandobjectsusingeverydaywordssuchas 'corners','edges'and'faces'
Elaborations
15
Mathematics
Giveandfollowdirectionstofamiliarlocations(ACMMG023)
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understandingthatpeopleneedtogiveandfollow directionstoandfromaplace,andthatthis involvesturns,directionanddistance understandingthemeaningandimportanceof wordssuchasclockwise,anticlockwise, forwardandunderwhengivingandfollowing directions interpretingandfollowingdirectionsaround familiarlocations
StatisticsandProbability Chance Identifyoutcomesoffamiliareventsinvolvingchanceand describethemusingeverydaylanguagesuchaswill happen,wonthappenormighthappen(ACMSP024) Datarepresentationandinterpretation Choosesimplequestionsandgatherresponses (ACMSP262) Representdatawithobjectsanddrawingswhereone objectordrawingrepresentsonedatavalue.Describethe displays(ACMSP263)
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Elaborations
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justifyingthatsomeeventsarecertainor impossible
Elaborations
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determiningwhichquestionswillgather appropriateresponsesforasimpleinvestigation understandingonetoonecorrespondence describingdisplaysbyidentifyingcategorieswith thegreatestorleastnumberofobjects
NumberandAlgebra Studentscounttoandfrom100andlocatethesenumbersonanumberline.Theypartitionnumbersusingplacevalueand carryoutsimpleadditionsandsubtractions,usingcountingstrategies.StudentsrecogniseAustraliancoinsaccordingto theirvalue.Theyidentifyrepresentationsofonehalf.Studentsdescribenumbersequencesresultingfromskipcountingby 2s,5sand10s.Theycontinuesimplepatternsinvolvingnumbersandobjectswithandwithouttheuseofdigitaltechnology. MeasurementandGeometry Studentsuseinformalunitsofmeasurementtoorderobjectsbasedonlengthandcapacity.Theytelltimetothehalfhour andexplaintimedurations.Studentsdescribetwodimensionalshapesandthreedimensionalobjects.Theyusethe languageofdistanceanddirectiontomovefromplacetoplace. StatisticsandProbability Studentsdescribedatadisplays.Theyaskquestionstocollectdataanddrawsimpledatadisplays.Studentsclassify outcomesofsimplefamiliarevents.
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Mathematics
Level2
Atthislevel:
Understandingincludesconnectingnumbercalculationswithcountingsequences,partitioningandcombiningnumbers flexibly,identifyinganddescribingtherelationshipbetweenadditionandsubtractionandbetweenmultiplicationand division Fluencyincludescountingnumbersinsequencesreadily,usinginformalunitsiterativelytocomparemeasurements, usingthelanguageofchancetodescribeoutcomesoffamiliarchanceeventsanddescribingandcomparingtime durations ProblemSolvingincludesformulatingproblemsfromauthenticsituations,makingmodelsandusingnumbersentences thatrepresentproblemsituations,andmatchingtransformationswiththeiroriginalshape Reasoningincludesusingknownfactstoderivestrategiesforunfamiliarcalculations,comparingandcontrastingrelated modelsofoperations,andcreatingandinterpretingsimplerepresentationsofdata NumberandAlgebra Numberandplacevalue Investigatenumbersequences,initiallythoseincreasing anddecreasingbytwos,threes,fivesandtenfromany startingpoint,thenmovingtoothersequences. (ACMNA026) Recognise,model,representandordernumberstoat least1000(ACMNA027)
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Elaborations
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developingfluencyandconfidencewithnumbersand calculationsbysayingnumbersequences recognisingpatternsinnumbersequences,suchas adding10alwaysresultsinthesamefinaldigit recognisingtherearedifferentwaysofrepresenting numbersandidentifyingpatternsgoingbeyond100 developingfluencywithwritingnumbersinmeaningful contexts usinganabacustomodelandrepresentnumbers understandingthreedigitnumbersascomprisedof hundreds,tensandones/units demonstratingandusingmodelssuchaslinking blocks,sticksinbundles,placevalueblocksand Aboriginalbeadstringsandexplainingreasoning
Group,partitionandrearrangecollectionsupto1000in hundreds,tensandonestofacilitatemoreefficient counting(ACMNA028)
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17
Mathematics
Exploretheconnectionbetweenadditionandsubtraction (ACMNA029)
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becomingfluentwithpartitioningnumbersto understandtheconnectionbetweenadditionand subtraction usingcountingontoidentifythemissingelementin anadditiveproblem becomingfluentwitharangeofmentalstrategiesfor additionandsubtractionproblems,suchas commutativityforaddition,buildingto10,doubles,10 factsandadding10 modellingandrepresentingsimpleadditivesituations usingmaterialssuchas10frames,20framesand emptynumberlines representingarrayproblemswithavailablematerials andexplainingreasoning visualisingagroupofobjectsasaunitandusingthis tocalculatethenumberofobjectsinseveralidentical groups dividingtheclassoracollectionofobjectsintoequal sizedgroups identifyingthedifferencebetweendividingasetof objectsintothreeequalgroupsanddividingthesame setofobjectsintogroupsofthree
Solvesimpleadditionandsubtractionproblemsusinga rangeofefficientmentalandwrittenstrategies (ACMNA030)
Recogniseandrepresentmultiplicationasrepeated addition,groupsandarrays(ACMNA031)
Recogniseandrepresentdivisionasgroupinginto equalsetsandsolvesimpleproblemsusingthese representations(ACMNA032)
Fractionsanddecimals Recogniseandinterpretcommonusesofhalves, quartersandeighthsofshapesandcollections (ACMNA033) Moneyandfinancialmathematics CountandordersmallcollectionsofAustraliancoins andnotesaccordingtotheirvalue(ACMNA034)
Elaborations
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recognisingthatsetsofobjectscanbepartitionedin differentwaystodemonstratefractions relatingthenumberofpartstothesizeofafraction
Elaborations
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identifyingequivalentvaluesincollectionsofcoinsor notes,suchastwofivecentcoinshavingthesame valueasone10centcoin countingcollectionsofcoinsornotestomakeupa particularvalue,suchasthatshownonapricetag
Patternsandalgebra Describepatternswithnumbersandidentifymissing elements(ACMNA035)
Elaborations
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describingapatterncreatedbyskipcountingand representingthepatternonanumberline investigatingfeaturesofnumberpatternsresulting fromaddingtwos,fivesor10s representingawordproblemasanumbersentence writingawordproblemtorepresentanumber sentence
Solveproblemsbyusingnumbersentencesforaddition orsubtraction(ACMNA036)
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18
Mathematics
MeasurementandGeometry Usingunitsofmeasurement Compareandorderseveralshapesandobjectsbased onlength,area,volumeandcapacityusingappropriate uniforminformalunits(ACMMG037)
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Elaborations
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comparinglengthsusingfingerlength,handspanora pieceofstring comparingareasusingthepalmofthehandora stone comparingcapacitiesusingarangeofcontainers usingbalancescalestodeterminewhetherthemass ofdifferentobjectsismore,lessoraboutthesame,or tofindouthowmanymarblesareneededtobalancea tubofmargarineoracartonofmilk describingthecharacteristicsofquarterpasttimeson ananalogueclock,andidentifyingthatthesmallhand ispointingjustpastthenumberandthebighandis pointingtothethree investigatingtheseasonsusedbyAboriginalpeople, comparingthemtothoseusedinWesternsocietyand recognisingtheconnectiontoweatherpatterns. usingcalendarstolocatespecificinformation,such asfindingagivendateonacalendarandsayingwhat dayitis,andidentifyingpersonallyorculturallyspecific days
Comparemassesofobjectsusingbalancescales (ACMMG038)
Telltimetothequarterhour,usingthelanguageof'past' and'to'(ACMMG039)
Nameandordermonthsandseasons(ACMMG040)
Useacalendartoidentifythedateanddeterminethe numberofdaysineachmonth(ACMMG041)
Shape Describeanddrawtwodimensionalshapes,withand withoutdigitaltechnologies(ACMMG042)
Elaborations
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identifyingkeyfeaturesofsquares,rectangles, triangles,kites,rhombusesandcircles,suchas straightlinesorcurvedlines,andcountingtheedges andcorners identifyinggeometricfeaturessuchasthenumberof faces,cornersoredges
Describethefeaturesofthreedimensionalobjects (ACMMG043) Locationandtransformation Interpretsimplemapsoffamiliarlocationsandidentify therelativepositionsofkeyfeatures(ACMMG044)
Elaborations
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understandingthatweuserepresentationsofobjects andtheirpositions,suchasonmaps,toallowusto receiveandgivedirectionsandtodescribeplace constructingarrangementsofobjectsfromasetof directions understandingthatobjectscanbemovedbut changingpositiondoesnotalteranobjectssizeor features
Investigatetheeffectofonestepslidesandflipswith andwithoutdigitaltechnologies(ACMMG045)
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Mathematics
Identifyanddescribehalfandquarterturns(ACMMG046)
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predictingandreproducingapatternbasedaround halfandquarterturnsofashapeandsketchingthe nextelementinthepattern
StatisticsandProbability Chance Identifypracticalactivitiesandeverydayeventsthat involvechance.Describeoutcomesaslikelyor unlikelyandidentifysomeeventsascertainor impossible(ACMSP047) Datarepresentationandinterpretation Identifyaquestionofinterestbasedononecategorical variable.Gatherdatarelevanttothequestion (ACMSP048) Collect,checkandclassifydata(ACMSP049)
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Elaborations
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classifyingalistofeverydayeventsaccordingtohow likelytheyaretohappen,usingthelanguageof chance,andexplainingreasoning
Elaborations
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determiningthevarietyofbirdlifeintheplaygroundand usingapreparedtabletorecordobservations
recognisingtheusefulnessoftallymarks identifyingcategoriesofdataandusingthemtosort data creatingpicturegraphstorepresentdatausingone toonecorrespondence comparingtheusefulnessofdifferentdatadisplays
Createdisplaysofdatausinglists,tableandpicture graphsandinterpretthem(ACMSP050)
NumberandAlgebra Studentscounttoandfrom,andordernumbersupto1000.Theyperformsimpleadditionandsubtractioncalculations,using arangeofstrategies.TheyfindthetotalvalueofsimplecollectionsofAustraliannotesandcoins.Studentsrepresent multiplicationanddivisionbygroupingintosetsanddividecollectionsandshapesintohalves,quartersandeighths.They recogniseincreasinganddecreasingnumbersequencesinvolving2s,3s,5sand10s,identifythemissingelementina numbersequence,andusedigitaltechnologytoproducesequencesbyconstantaddition. MeasurementandGeometry Studentsordershapesandobjects,usinginformalunitsforarangeofmeasures.Theytelltimetothequarterhouranduse acalendartoidentifythedate,days,weeksandmonthsincludedinseasonsandotherevents.Studentsdrawtwo dimensionalshapes,specifytheirfeaturesandexplaintheeffectsofonesteptransformations.Theyrecognisethefeatures ofthreedimensionalobjects.Theyinterpretsimplemapsoffamiliarlocations. StatisticsandProbability Studentscollectdatafromrelevantquestionstocreatelists,tablesandpicturegraphswithandwithouttheuseofdigital technology.Theyinterpretdataincontext.Studentsdescribeoutcomesoffamiliareventsusingeverydaylanguage.
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Mathematics
Level3
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesconnectingnumberrepresentationswithnumbersequences,partitioningandcombining numbersflexibly,representingunitfractions,usingappropriatelanguagetocommunicatetimes,andidentifying environmentalsymmetry Fluencyincludesrecallingmultiplicationfacts,usingfamiliarmetricunitstoorderandcompareobjects,identifyingand describingoutcomesofchanceexperiments,interpretingmapsandcommunicatingpositions ProblemSolvingincludesformulatingandmodellingauthenticsituationsinvolvingplanningmethodsofdatacollection andrepresentation,makingmodelsofthreedimensionalobjectsandusingnumberpropertiestocontinuenumber patterns Reasoningincludesusinggeneralisingfromnumberpropertiesandresultsofcalculations,comparingangles,creating andinterpretingvariationsintheresultsofdatacollectionsanddatadisplays NumberandAlgebra Numberandplacevalue Investigatetheconditionsrequiredfora numbertobeoddorevenandidentifyodd andevennumbers(ACMNA051)
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Elaborations
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identifyingevennumbersusingskipcountingbytwosorby groupingevencollectionsofobjectsintwos explainingwhyallnumbersthatendinthedigits0,2,4,6and8 areevenandthatnumbersendingin1,3,5,7and9areodd placingfourdigitnumbersonanumberlineusinganappropriate scale reproducingnumbersinwordsusingtheirnumerical representationsandviceversa recognisingthat10000equals10thousands,100hundreds, 1000tensand10000ones justifyingchoicesaboutpartitioningandregroupingnumbersin termsoftheirusefulnessforparticularcalculations demonstratingtheconnectionbetweenadditionandsubtraction usingpartitioningorbywritingequivalentnumbersentences
Recognise,model,representandorder numberstoatleast10000(ACMNA052)
Applyplacevaluetopartition,rearrangeand regroupnumberstoatleast10000toassist calculationsandsolveproblems (ACMNA053) Recogniseandexplaintheconnection betweenadditionandsubtraction (ACMNA054)
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Mathematics
Recalladditionfactsforsingledigitnumbers andrelatedsubtractionfactstodevelop increasinglyefficientmentalstrategiesfor computation(ACMNA055)
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recognisingthatcertainsingledigitnumbercombinationsalways resultinthesameanswerforadditionandsubtraction,andusing thisknowledgeforadditionandsubtractionoflargernumbers combiningknowledgeofadditionandsubtractionfactsand partitioningtoaidcomputation(forexample57+19=57+201) establishingmultiplicationfactsusingnumbersequences
Recallmultiplicationfactsoftwo,three,five andtenandrelateddivisionfacts (ACMNA056) Representandsolveproblemsinvolving multiplicationusingefficientmentaland writtenstrategiesandappropriatedigital technologies(ACMNA057) Fractionsanddecimals Modelandrepresentunitfractionsincluding 1/2,1/4,1/3,1/5andtheirmultiplestoa completewhole(ACMNA058)
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writingsimplewordproblemsinnumericalformandviceversa usingacalculatortocheckthesolutionandreasonablenessof theanswer
Elaborations
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partitioningareas,lengthsandcollectionstocreatehalves,thirds, quartersandfifths,suchasfoldingthesamesizedsheetsof papertoillustratedifferentunitfractionsandcomparingthe numberofpartswiththeirsizes locatingunitfractionsonanumberline recognisingthatinEnglishthetermonethirdisused(order: numerator,denominator)butthatinotherlanguagesthisconcept maybeexpressedasthreeparts,oneofthem(order: denominator,numerator)forexampleJapanese
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Moneyandfinancialmathematics Representmoneyvaluesinmultipleways andcountthechangerequiredforsimple transactionstothenearestfivecents (ACMNA059) Patternsandalgebra Describe,continue,andcreatenumber patternsresultingfromperformingaddition orsubtraction(ACMNA060) MeasurementandGeometry Usingunitsofmeasurement Measure,orderandcompareobjectsusing familiarmetricunitsoflength,massand capacity(ACMMG061)
Elaborations
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recognisingtherelationshipbetweendollarsandcents,andthat notallcountriesusethesedenominationsanddivisions(for exampleJapaneseYen)
Elaborations
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identifyingandwritingtherulesfornumberpatterns describingaruleforanumberpattern,thencreatingthepattern
Elaborations
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recognisingtheimportanceofusingcommonunitsof measurement recognisingandusingcentimetresandmetres,gramsand kilograms,andmillilitresandlitres
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Mathematics
Telltimetotheminuteandinvestigatethe relationshipbetweenunitsoftime (ACMMG062) Shape Makemodelsofthreedimensionalobjects anddescribekeyfeatures(ACMMG063) Locationandtransformation Createandinterpretsimplegridmapsto showpositionandpathways(ACMMG065) Identifysymmetryintheenvironment (ACMMG066) Geometricreasoning Identifyanglesasmeasuresofturnand compareanglesizesineverydaysituations (ACMMG064)
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recognisingthereare60minutesinanhourand60secondsina minute
Elaborations
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exploringthecreationofthreedimensionalobjectsusingorigami, includingprismsandpyramids
Elaborations
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creatingamapoftheclassroomorplayground
identifyingsymmetryinAboriginalrockcarvingsorart identifyingsymmetryinthenaturalandbuiltenvironment
Elaborations
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openingdoorspartiallyandfullyandcomparingthesizeofthe anglescreated recognisingthatanalogueclocksusetheturningofarmsto indicatetime,andcomparingthesizeofanglesbetweenthearms forfamiliartimes
StatisticsandProbability Chance Conductchanceexperiments,identifyand describepossibleoutcomesandrecognise variationinresults(ACMSP067) Datarepresentationandinterpretation Identifyquestionsorissuesforcategorical variables.Identifydatasourcesandplan methodsofdatacollectionandrecording (ACMSP068) Elaborations
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conductingrepeatedtrialsofchanceexperimentssuchastossing acoinordrawingaballfromabagandidentifyingthevariations betweentrials
Elaborations
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refiningquestionsandplanninginvestigationsthatinvolve collectingdata,andcarryingouttheinvestigation(forexample narrowingthefocusofaquestionsuchaswhichisthemost popularbreakfastcereal?towhichisthemostpopularbreakfast cerealamongLevel3studentsinourclass?) exploringmeaningfulandincreasinglyefficientwaystorecord data,andrepresentingandreportingtheresultsofinvestigations collectingdatatoinvestigatefeaturesinthenaturalenvironment
Collectdata,organiseintocategoriesand createdisplaysusinglists,tables,picture graphsandsimplecolumngraphs,withand withouttheuseofdigitaltechnologies (ACMSP069)
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Mathematics
Interpretandcomparedatadisplays (ACMSP070)
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comparingvariousstudentgenerateddatarepresentationsand describingtheirsimilaritiesanddifferences
NumberandAlgebra Studentscountandordernumberstoandfrom10000.Theyrecognisetheconnectionbetweenadditionandsubtraction, andsolveproblemsusingefficientstrategiesformultiplicationwithandwithouttheuseofdigitaltechnology.Studentsrecall additionandmultiplicationfactsforsingledigitnumbers.Theyrepresentmoneyvaluesinvariouswaysandcorrectlycount outchangefromfinancialtransactions.Studentsmodelandrepresentunitfractionsforhalves,thirds,quarters,fifthsand eighths,andmultiplesoftheseuptoone.Theyclassifynumbersaseitheroddoreven,continuenumberpatternsinvolving additionorsubtraction,andexploresimplenumbersequencesbasedonmultiples. MeasurementandGeometry Studentsusemetricunitsforlength,massandcapacity.Theytelltimetothenearestminute.Studentsidentifysymmetryin naturalandconstructedenvironments.Theyuseanglesizeasameasureofturninrealsituationsandmakemodelsof threedimensionalobjects.Studentsmatchpositionsonmapswithgiveninformationandcreatesimplemaps. StatisticsandProbability Studentscarryoutsimpledatainvestigationsforcategoricalvariables.Theyinterpretandcomparedatadisplays.Students conductchanceexperiments,listpossibleoutcomesandrecognisevariationsinresults.
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Mathematics
Level4
Atthislevel:
Understandingincludesmakingconnectionsbetweenrepresentationsofnumbers,partitioningandcombiningnumbers flexibly,extendingplacevaluetodecimals,usingappropriatelanguagetocommunicatetimes,anddescribingproperties ofsymmetricalshapes Fluencyincludesrecallingmultiplicationtables,communicatingsequencesofsimplefractions,usinginstrumentsto measureaccurately,creatingpatternswithshapesandtheirtransformations,andcollectingandrecordingdata ProblemSolvingincludesformulating,modellingandrecordingauthenticsituationsinvolvingoperations,comparing largenumberswitheachother,comparingtimedurations,andusingpropertiesofnumberstocontinuepatterns Reasoningincludesusinggeneralisingfromnumberpropertiesandresultsofcalculations,derivingstrategiesfor unfamiliarmultiplicationanddivisiontasks,comparingangles,communicatinginformationusinggraphicaldisplaysand evaluatingtheappropriatenessofdifferentdisplays NumberandAlgebra Numberandplacevalue Investigateandusethepropertiesofoddandeven numbers(ACMNA071) Elaborations
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usingthefouroperationswithpairsofoddoreven numbersoroneoddandoneevennumber,then usingtherelationshipsestablishedtocheckthe accuracyofcalculations reproducingfivedigitnumbersinwordsusingtheir numericalrepresentations,andviceversa recognisinganddemonstratingthattheplacevalue patternisbuiltontheoperationsofmultiplicationor divisionoftens recognisingthatnumbersequencescanbeextended indefinitely,anddetermininganypatternsinthe sequences usingknownmultiplicationfactstocalculaterelated divisionfacts
Recognise,representandordernumberstoatleasttens ofthousands(ACMNA072) Applyplacevaluetopartition,rearrangeandregroup numberstoatleasttensofthousandstoassist calculationsandsolveproblems(ACMNA073) Investigatenumbersequencesinvolvingmultiplesof3,4, 6,7,8,and9(ACMNA074)
Recallmultiplicationfactsupto1010andrelated divisionfacts(ACMNA075)
25
Mathematics
Developefficientmentalandwrittenstrategiesanduse appropriatedigitaltechnologiesformultiplicationandfor divisionwherethereisnoremainder(ACMNA076)
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usingknownfactsandstrategies,suchas commutativity,doublingandhalvingformultiplication, andconnectingdivisiontomultiplicationwhenthere isnoremainder
Fractionsanddecimals Investigateequivalentfractionsusedincontexts (ACMNA077)
Elaborations
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exploringtherelationshipbetweenfamiliesof fractions(halves,quartersandeighthsorthirdsand sixths)byfoldingaseriesofpaperstripstoconstruct afractionwall convertingmixednumberstoimproperfractionsand viceversa investigatingtheuseoffractionsandsharingasa wayofmanagingCountry:forexampletakingnomore thanhalftheeggsfromanesttoprotectfuturebird populations usingdivisionby10toextendtheplacevaluesystem usingknowledgeoffractionstoestablish equivalencesbetweenfractionsanddecimalnotation
Countbyquartershalvesandthirds,includingwithmixed numerals.Locateandrepresentthesefractionsona numberline(ACMNA078)
Recognisethattheplacevaluesystemcanbeextended totenthsandhundredths.Makeconnectionsbetween fractionsanddecimalnotation(ACMNA079) Moneyandfinancialmathematics Solveproblemsinvolvingpurchasesandthecalculation ofchangetothenearestfivecentswithandwithoutdigital technologies(ACMNA080)
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Elaborations
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recognisingthatnotallcountriesusedollarsand cents,egIndiausesrupees. Carryingoutcalculationsinanothercurrencyaswell asindollarsandcents,andidentifyingbothas decimalsystems
Patternsandalgebra Exploreanddescribenumberpatternsresultingfrom performingmultiplication(ACMNA081) Solvewordproblemsbyusingnumbersentences involvingmultiplicationordivisionwherethereisno remainder(ACMNA082) Useequivalentnumbersentencesinvolvingadditionand subtractiontofindunknownquantities(ACMNA083)
Elaborations
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identifyingexamplesofnumberpatternsineveryday life representingawordproblemasanumbersentence writingawordproblemusingagivennumber sentence writingnumbersentencestorepresentandanswer questionssuchas:Whenanumberisaddedto23 theansweristhesameas57minus19.Whatisthe number? usingpartitioningtofindunknownquantitiesin numbersentences
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MeasurementandGeometry Usingunitsofmeasurement Elaborations
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Mathematics
Usescaledinstrumentstomeasureandcompare lengths,masses,capacitiesandtemperatures (ACMMG084) Compareobjectsusingfamiliarmetricunitsofareaand volume(ACMMG290)
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readingandinterpretingthegraduatedscalesona rangeofmeasuringinstrumentstothenearest graduation comparingareasusinggridpaper comparingvolumeusingcenticubes recognisingthatmetricunitsarenottheonlyunits usedthroughouttheworld,forexamplemeasuring theareaoffloorspaceusingtatamimats(Japan), usingsquaresforroomandhousearea(Australia) identifyingandusingthecorrectoperationfor convertingunitsoftime calculatingthetimespentatschoolduringanormal schoolday calculatingthetimerequiredtotravelbetweentwo locations determiningarrivaltimegivendeparturetime
Convertbetweenunitsoftime(ACMMG085)
Useamandpmnotationandsolvesimpletime problems(ACMMG086)
Shape Comparetheareasofregularandirregularshapesby informalmeans(ACMMG087)
Elaborations
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comparingareasusingmetricunits,suchas countingthenumberofsquarecentimetresrequired tocovertwoareasbyoverlayingtheareaswithagrid ofcentimetresquares identifyingcommontwodimensionalshapesthatare partofacompositeshapebyrecreatingitfromthese shapes creatingatwodimensionalshapesfromverbalor writteninstructions
Compareanddescribetwodimensionalshapesthat resultfromcombiningandsplittingcommonshapes, withandwithouttheuseofdigitaltechnologies (ACMMG088)
Locationandtransformation Usesimplescales,legendsanddirectionstointerpret informationcontainedinbasicmaps(ACMMG090)
Elaborations
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identifyingthescaleusedonmapsofcitiesandrural areasinAustraliaandacityinIndonesiaand describingthedifference usingdirectionstofindfeaturesonamap usingstimulusmaterialssuchasthemotifsin CentralAsiantextiles,Tibetanartefacts,Indianlotus designsandsymmetryinYolnguorCentraland WesternDesertart
Createsymmetricalpatterns,picturesandshapeswith andwithoutdigitaltechnologies(ACMMG091)
Geometricreasoning Compareanglesandclassifythemasequalto,greater thanorlessthanarightangle(ACMMG089)
Elaborations
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creatinganglesandcomparingthemtoarightangle usingdigitaltechnologies
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Mathematics
StatisticsandProbability Chance Describepossibleeverydayeventsandordertheir chancesofoccurring(ACMSP092) Identifyeverydayeventswhereonecannothappenifthe otherhappens(ACMSP093) Identifyeventswherethechanceofonewillnotbe affectedbytheoccurrenceoftheother(ACMSP094)
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Elaborations
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usinglistsofeventsfamiliartostudentsandordering themfromleastlikelytomostlikelytooccur usingexamplessuchasweather,whichcannotbe dryandwetatthesametime explainingwhytheprobabilityofanewbabybeing eitheraboyoragirldoesnotdependonthesexof thepreviousbaby
Datarepresentationandinterpretation Selectandtrialmethodsfordatacollection,including surveyquestionsandrecordingsheets(ACMSP095)
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comparingtheeffectivenessofdifferentmethodsof collectingdata choosingthemosteffectivewaytocollectdatafora giveninvestigation exploringwaysofpresentingdataandshowingthe resultsofinvestigations investigatingdatadisplaysusingmanytoone correspondence interpretingdatarepresentationsinthemediaand otherforumsinwhichsymbolsrepresentmorethan onedatavalue suggestingquestionsthatcanbeansweredbya givendatadisplayandusingthedisplaytoanswer questions
Constructsuitabledatadisplays,withandwithoutthe useofdigitaltechnologies,fromgivenorcollecteddata. Includetables,columngraphsandpicturegraphswhere onepicturecanrepresentmanydatavalues(ACMSP096) Evaluatetheeffectivenessofdifferentdisplaysin illustratingdatafeaturesincludingvariability(ACMSP097)
NumberandAlgebra Studentsrecallmultiplicationfactsto10x10andrelateddivisionfacts.Theychooseappropriatestrategiesforcalculations involvingmultiplicationanddivision,withandwithouttheuseofdigitaltechnology,andestimateanswersaccuratelyenough forthecontext.Studentssolvesimplepurchasingproblemswithandwithouttheuseofdigitaltechnology.Theylocate familiarfractionsonanumberline,recognisecommonequivalentfractionsinfamiliarcontextsandmakeconnections betweenfractionsanddecimalnotationsuptotwodecimalplaces.Studentsidentifyunknownquantitiesinnumber sentences.Theyusethepropertiesofoddandevennumbersanddescribenumberpatternsresultingfrommultiplication. Studentscontinuenumbersequencesinvolvingmultiplesofsingledigitnumbersandunitfractions,andlocatethemona numberline. MeasurementandGeometry
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Mathematics
Studentscompareareasofregularandirregularshapes,usinginformalunits.Theysolveproblemsinvolvingtimeduration. Studentsusescaledinstrumentstomeasurelength,angle,area,mass,capacityandtemperatureofshapesandobjects. Theyconvertbetweenunitsoftime.Studentscreatesymmetricalsimpleandcompositeshapesandpatterns,withand withouttheuseofdigitaltechnology.Theyclassifyanglesinrelationtoarightangle.Studentsinterpretinformationcontained inmaps. StatisticsandProbability Studentsdescribedifferentmethodsfordatacollectionandrepresentation,andevaluatetheireffectiveness.Theyconstruct datadisplaysfromgivenorcollecteddata,withandwithouttheuseofdigitaltechnology.Studentslisttheprobabilitiesof everydayevents.Theyidentifydependentandindependentevents.
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Mathematics
Level5
Atthislevel:
Understandingincludesmakingconnectionsbetweenrepresentationsofnumbers,usingfractionstorepresent probabilities,comparingandorderingfractionsanddecimalsandrepresentingtheminvariousways,describing transformationsandidentifyinglineandrotationalsymmetry Fluencyincludeschoosingappropriateunitsofmeasurementforcalculationofperimeterandarea,usingestimationto checkthereasonablenessofanswerstocalculationsandusinginstrumentstomeasureangles ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingwholenumbersandmeasurementsand creatingfinancialplans Reasoningincludesinvestigatingstrategiestoperformcalculationsefficiently,continuingpatternsinvolvingfractionsand decimals,interpretingresultsofchanceexperiments,posingappropriatequestionsfordatainvestigationsand interpretingdatasets NumberandAlgebra Numberandplacevalue Identifyanddescribefactorsandmultiplesof wholenumbersandusethemtosolveproblems (ACMNA098) Useestimationandroundingtocheckthe reasonablenessofanswerstocalculations (ACMNA099)
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Elaborations
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exploringfactorsandmultiplesusingnumbersequences usingsimpledivisibilitytests
recognisingtheusefulnessofestimationtocheck calculations applyingmentalstrategiestoestimatetheresultof calculations,suchasestimatingthecostofasupermarket trolleyload exploringtechniquesformultiplicationsuchasthearea model,theItalianlatticemethodorthepartitioningof numbers applyingthedistributivelawandusingarraystomodel multiplicationandexplaincalculationstrategies
Solveproblemsinvolvingmultiplicationoflarge numbersbyoneortwodigitnumbersusing efficientmental,writtenstrategiesandappropriate digitaltechnologies(ACMNA100)
30
Mathematics
Solveproblemsinvolvingdivisionbyaonedigit number,includingthosethatresultinaremainder (ACMNA101)
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usingthefactthatequivalentdivisioncalculationsresultif bothnumbersaredividedbythesamefactor interpretingandrepresentingtheremainderindivision calculationssensiblyforthecontext usingcalculatorstocheckthereasonablenessofanswers
Useefficientmentalandwrittenstrategiesand applyappropriatedigitaltechnologiestosolve problems(ACMNA291) Fractionsanddecimals Compareandordercommonunitfractionsand locateandrepresentthemonanumberline (ACMNA102) Investigatestrategiestosolveproblemsinvolving additionandsubtractionoffractionswiththe samedenominator(ACMNA103) Recognisethattheplacevaluesystemcanbe extendedbeyondhundredths(ACMNA104)
Elaborations
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recognisingtheconnectionbetweentheorderofunit fractionsandtheirdenominators
modellingandsolvingadditionandsubtractionproblems involvingfractionsbyusingjumpsonanumberline,or makingdiagramsoffractionsaspartsofshapes usingknowledgeofplacevalueanddivisionby10toextend thenumbersystemtothousandthsandbeyond recognisingtheequivalenceofonethousandthsand0.001 locatingdecimalsonanumberline
Compare,orderandrepresentdecimals (ACMNA105) Moneyandfinancialmathematics Createsimplefinancialplans(ACMNA106)
Elaborations
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creatingasimplebudgetforaclassfundraisingevent identifyingtheGSTcomponentofinvoicesandreceipts
Patternsandalgebra Describe,continueandcreatepatternswith fractions,decimalsandwholenumbersresulting fromadditionandsubtraction(ACMNA107) Useequivalentnumbersentencesinvolving multiplicationanddivisiontofindunknown quantities(ACMNA121) MeasurementandGeometry Usingunitsofmeasurement
Elaborations
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usingthenumberlineordiagramstocreatepatterns involvingfractionsordecimals
usingrelevantproblemstodevelopnumbersentences
Elaborations
31
Mathematics
Chooseappropriateunitsofmeasurementfor length,area,volume,capacityandmass (ACMMG108)
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investigatingalternativemeasuresofscaletodemonstrate thatthesevarybetweencountriesandchangeovertime,for exampletemperaturemeasurementinAustralia,Indonesia, JapanandUSA recognisingthatsomeunitsofmeasurementarebetter suitedforsometasksthanothers,forexamplekilometres ratherthanmetrestomeasurethedistancebetweentwo towns exploringefficientwaysofcalculatingtheperimetersof rectanglessuchasaddingthelengthandwidthtogetherand doublingtheresult exploringefficientwaysoffindingtheareasofrectangles investigatingthewaystimewasandismeasuredindifferent AboriginalCountry,suchasusingtidalchange usingunitshours,minutesandseconds
Calculatetheperimeterandareaofrectangles usingfamiliarmetricunits(ACMMG109)
Compare12and24hourtimesystemsand convertbetweenthem(ACMMG110) Shape Connectthreedimensionalobjectswiththeirnets andothertwodimensionalrepresentations (ACMMG111)
Elaborations
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identifyingtheshapeandrelativepositionofeachfaceofa solidtodeterminethenetofthesolid,includingthatof prismsandpyramids representingtwodimensionalshapessuchas photographs,sketchesandimagescreatedbydigital technologies
Locationandtransformation Useagridreferencesystemtodescribe locations.Describeroutesusinglandmarksand directionallanguage(ACMMG113)
Elaborations
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comparingaerialviewsofCountry,desertpaintingsand mapswithgridreferences creatingagridreferencesystemfortheclassroomand usingittolocateobjectsanddescriberoutesfromone objecttoanother identifyinganddescribingthelineandrotationalsymmetryof arangeoftwodimensionalshapes,bymanuallycutting, foldingandturningshapesandbyusingdigitaltechnologies identifyingtheeffectsoftransformationsbymanuallyflipping, slidingandturningtwodimensionalshapesandbyusing digitaltechnologies usingdigitaltechnologiestoenlargeshapes usingagridsystemtoenlargeafavouriteimageorcartoon
Describetranslations,reflectionsandrotationsof twodimensionalshapes.Identifylineand rotationalsymmetries(ACMMG114)
Applytheenlargementtransformationtofamiliar twodimensionalshapesandexplorethe propertiesoftheresultingimagecomparedwith theoriginal(ACMMG115) Geometricreasoning
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Elaborations
32
Mathematics
Estimate,measureandcompareanglesusing degrees.Constructanglesusingaprotractor (ACMMG112)
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measuringandconstructinganglesusingboth180and 360protractors recognisingthatangleshavearmsandavertex,andthat sizeistheamountofturnrequiredforonearmtocoincide withtheother
StatisticsandProbability Chance Listoutcomesofchanceexperimentsinvolving equallylikelyoutcomesandrepresent probabilitiesofthoseoutcomesusingfractions (ACMSP116) Recognisethatprobabilitiesrangefrom0to1 (ACMSP117) Datarepresentationandinterpretation Posequestionsandcollectcategoricalor numericaldatabyobservationorsurvey (ACMSP118) Constructdisplays,includingcolumngraphs,dot plotsandtables,appropriatefordatatype,with andwithouttheuseofdigitaltechnologies (ACMSP119) Describeandinterpretdifferentdatasetsin context(ACMSP120)
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Elaborations
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commentingonthelikelihoodofwinningsimplegamesof chancebyconsideringthenumberofpossibleoutcomes andtheconsequentchanceofwinninginsimplegamesof chancesuchasjankenpon(rockpaperscissors)
investigatingtheprobabilitiesofalloutcomesforasimple chanceexperimentandverifyingthattheirsumequals1
Elaborations
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posingquestionsaboutinsectdiversityintheplayground, collectingdatabytapingaonemetresquarepieceofpaper totheplaygroundandobservingthetypeandnumberof insectsonitovertime
identifyingthebestmethodsofpresentingdatatoillustrate theresultsofinvestigationsandjustifyingthechoiceof representations
usingandcomparingdatarepresentationsfordifferentdata setstohelpdecisionmaking
NumberandAlgebra Studentssolvesimpleproblemsinvolvingthefouroperationsusingarangeofstrategiesincludingdigitaltechnology.They estimatetocheckthereasonablenessofanswersandapproximateanswersbyrounding.Studentsidentifyanddescribe factorsandmultiples.Theyexplainplansforsimplebudgets.Studentsorderdecimalsandunitfractionsandlocatethemon anumberline.Studentsaddandsubtractfractionswiththesamedenominator.Theyfindunknownquantitiesinnumber sentencesandcontinuepatternsbyaddingorsubtractingfractionsanddecimals. MeasurementandGeometry
33
Mathematics
Studentsuseappropriateunitsofmeasurementforlength,area,volume,capacityandmass,andcalculateperimeterand areaofrectangles.Theyconvertbetween12and24hourtime.Studentsuseagridreferencesystemtolocatelandmarks. Theyestimateangles,anduseprotractorsanddigitaltechnologytoconstructandmeasureangles.Studentsconnectthree dimensionalobjectswiththeirtwodimensionalrepresentations.Theydescribetransformationsoftwodimensionalshapes andidentifylineandrotationalsymmetry. StatisticsandProbability Studentsposequestionstogatherdataandconstructvariousdisplaysappropriateforthedata,withandwithouttheuseof digitaltechnology.Theycompareandinterpretdifferentdatasets.Studentslistoutcomesofchanceexperimentswithequally likelyoutcomesandassignprobabilitiesasanumberfrom0to1.
34
Mathematics
Level6
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesdescribingpropertiesofdifferentsetsofnumbers,usingfractionsanddecimalstodescribe probabilities,representingfractionsanddecimalsinvariouswaysanddescribingconnectionsbetweenthem,and makingreasonableestimations Fluencyincludesrepresentingintegersonanumberline,calculatingsimplepercentages,usingbracketsappropriately, convertingbetweenfractionsanddecimals,usingoperationswithfractions,decimalsandpercentages,measuringusing metricunits,andinterpretingtimetables ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingfractions,decimals,percentagesand measurements,interpretingsecondarydatadisplays,andfindingthesizeofunknownangles Reasoningincludesexplainingmentalstrategiesforperformingcalculations,describingresultsforcontinuingnumber sequences,explainingthetransformationofoneshapeintoanother,explainingwhytheactualresultsof chanceexperimentsmaydifferfromexpectedresults NumberandAlgebra Numberandplacevalue Identifyanddescribepropertiesofprime, composite,squareandtriangular numbers(ACMNA122)
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Elaborations
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understandingthatsomenumbershavespecialpropertiesandthat thesepropertiescanbeusedtosolveproblems representingcompositenumbersasaproductoftheirprimefactors andusingthisformtosimplifycalculationsbycancellingcommon primes understandingthatifanumberisdivisiblebyacompositenumber thenitisalsodivisiblebytheprimefactorsofthatnumber(for example216isdivisibleby8becausethenumberrepresentedby thelastthreedigitsisdivisibleby8,andhence216isalsodivisible by2and4) applyingstrategiesalreadydevelopedforsolvingproblemsinvolving smallnumberstothoseinvolvinglargenumbers applyingarangeofstrategiestosolverealisticproblemsand commentingontheefficiencyofdifferentstrategies
Selectandapplyefficientmentaland writtenstrategiesandappropriatedigital technologiestosolveproblemsinvolving allfouroperationswithwholenumbers (ACMNA123)
35
Mathematics
Investigateeverydaysituationsthatuse integers.Locateandrepresentthese numbersonanumberline(ACMNA124)
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understandingthatintegersare...3,2,1,0,1,2,3,..... solvingeverydayadditiveproblemsusinganumberline investigatingeverydaysituationsthatuseintegers,suchas temperatures usingnumberlinestopositionandorderintegersaroundzero
Fractionsanddecimals Comparefractionswithrelated denominatorsandlocateandrepresent themonanumberline(ACMNA125) Solveproblemsinvolvingadditionand subtractionoffractionswiththesameor relateddenominators(ACMNA126)
Elaborations
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demonstratingequivalencebetweenfractionsusingdrawingsand models
understandingtheprocessesforaddingandsubtractingfractions withrelateddenominatorsandfractionsasanoperator,in preparationforcalculatingwithallfractions solvingrealisticadditive(additionandsubtraction)problems involvingfractionstodevelopunderstandingofequivalentfractions andtheuseoffractionsasoperators modellingandsolvingadditiveproblemsinvolvingfractionsbyusing methodssuchasjumpsonanumberline,orbymakingdiagrams offractionsaspartsofshapes recognisingthatfindingonethirdofaquantityisthesameas dividingby3
Findasimplefractionofaquantitywhere theresultisawholenumber,withand withoutdigitaltechnologies(ACMNA127) Addandsubtractdecimals,withand withoutdigitaltechnologies,anduse estimationandroundingtocheckthe reasonablenessofanswers(ACMNA128)
extendingwholenumberstrategiestoexploreanddevelop meaningfulwrittenstrategiesforadditionandsubtractionofdecimal numberstothousandths exploringandpractisingefficientmethodsforsolvingproblems requiringoperationsondecimals,togainfluencywithcalculating withdecimalsandwithrecognisingappropriateoperations interpretingtheresultsofcalculationstoprovideananswer appropriatetothecontext
Multiplydecimalsbywholenumbersand performdivisionsbynonzerowhole numberswheretheresultsare terminatingdecimals,withandwithout digitaltechnologies(ACMNA129) Multiplyanddividedecimalsbypowersof 10(ACMNA130) Makeconnectionsbetweenequivalent fractions,decimalsandpercentages (ACMNA131)
Multiplyinganddividingdecimalsbymultiplesofpowersof10
connectingfractions,decimalsandpercentagesasdifferent representationsofthesamenumber,movingfluentlybetween representationsandchoosingtheappropriateonefortheproblem beingsolved
Moneyandfinancialmathematics
Elaborations
36
Mathematics
Investigateandcalculatepercentage discountsof10%,25%and50%onsale items,withandwithoutdigital technologies(ACMNA132) Patternsandalgebra Continueandcreatesequencesinvolving wholenumbers,fractionsanddecimals. Describetheruleusedtocreatethe sequence(ACMNA133) Elaborations
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usingauthenticinformationtocalculatepricesonsalegoods
identifyingandgeneralisingnumberpatterns investigatingadditiveandmultiplicativepatternssuchasthenumber oftilesinageometricpattern,orthenumberofdotsorothershapes insuccessiverepeatsofastriporborderpatternlookingforpatterns inthewaythenumbersincrease/decrease appreciatingtheneedforrulestocompletemultipleoperations withinthesamenumbersentence
Exploretheuseofbracketsandorderof operationstowritenumbersentences (ACMNA134) MeasurementandGeometry Usingunitsofmeasurement Connectdecimalrepresentationstothe metricsystem(ACMMG135) Convertbetweencommonmetricunitsof length,massandcapacity(ACMMG136)
Elaborations
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recognisingtheequivalenceofmeasurementssuchas1.25metres and125centimetres identifyingandusingthecorrectoperationswhenconvertingunits includingmillimetres,centimetres,metres,kilometres,milligrams, grams,kilograms,tonnes,millilitres,litres,kilolitresandmegalitres recognisingthesignificanceoftheprefixesinunitsofmeasurement recognisingandinvestigatingfamiliarobjectsusingconcrete materialsanddigitaltechnologies
Solveproblemsinvolvingthecomparison oflengthsandareasusingappropriate units(ACMMG137) Connectvolumeandcapacityandtheir unitsofmeasurement(ACMMG138) Interpretandusetimetables(ACMMG139)
recognisingthat1mlisequivalentto1cm 3
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planningatripinvolvingoneormoremodesofpublictransport developingatimetableofdailyactivities
Shape Constructsimpleprismsandpyramids (ACMMG140)
Elaborations
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consideringthehistoryandsignificanceofpyramidsfromarangeof culturalperspectivesincludingthosestructuresfoundinChina, KoreaandIndonesia constructingprismsandpyramidsfromnets,andskeletalmodels
Locationandtransformation
Elaborations
37
Mathematics
Investigatecombinationsoftranslations, reflectionsandrotations,withandwithout theuseofdigitaltechnologies (ACMMG142) IntroducetheCartesiancoordinatesystem usingallfourquadrants(ACMMG143) Geometricreasoning Investigate,withandwithoutdigital technologies,anglesonastraightline, anglesatapointandverticallyopposite angles.Useresultstofindunknown angles(ACMMG141)
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designingaschoolorbrandlogousingtransformationofoneor moreshapes understandingthattranslations,rotationsandreflectionscan changethepositionandorientationbutnotshapeorsize understandingthattheCartesianplaneprovidesagraphicalor visualwayofdescribinglocation
Elaborations
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identifyingthesizeofarightangleas90anddefiningacute, obtuse,straightandreflexangles measuring,estimatingandcomparinganglesindegreesand classifyinganglesaccordingtotheirsizes investigatingtheuseofrotationandsymmetryinthediagrammatic representationsofkinshiprelationshipsofCentralandWestern Desertpeople recognisingandusingthetwoalternateconventionsfornaming angles
StatisticsandProbability Chance Describeprobabilitiesusingfractions, decimalsandpercentages(ACMSP144) Conductchanceexperimentswithboth smallandlargenumbersoftrialsusing appropriatedigitaltechnologies (ACMSP145) Compareobservedfrequenciesacross experimentswithexpectedfrequencies (ACMSP146) Datarepresentationandinterpretation Interpretandcomparearangeofdata displays,includingsidebysidecolumn graphsfortwocategoricalvariables (ACMSP147)
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Elaborations
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investigatinggamesofchancepopularindifferentculturesand evaluatingtherelativebenefitstotheorganisersandparticipants(for examplePachinko) conductingrepeatedtrialsofchanceexperiments,identifyingthe variationbetweentrialsandrealisingthattheresultstendtothe predictionwithlargernumbersoftrials
predictinglikelyoutcomesfromarunofchanceeventsand distinguishingthesefromsurprisingresults
Elaborations
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comparingdifferentstudentgenerateddiagrams,tablesand graphs,describingtheirsimilaritiesanddifferencesand commentingontheusefulnessofeachrepresentationfor interpretingthedata understandingthatdatacanberepresentedindifferentways, sometimeswithonesymbolrepresentingmorethanonepieceof data,andthatitisimportanttoreadallinformationabouta representationbeforemakingjudgments
38
Mathematics
Interpretsecondarydatapresentedin digitalmediaandelsewhere(ACMSP148)
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investigatingdatarepresentationsinthemediaanddiscussing whattheyillustrateandthemessagesthepeoplewhocreatedthem mightwanttoconvey identifyingpotentiallymisleadingdatarepresentationsinthemedia, suchasgraphswithbrokenaxesornonlinearscales,graphicsnot drawntoscale,datanotrelatedtothepopulationaboutwhichthe claimsaremade,andpiechartsinwhichthewholepiedoesnot representtheentirepopulationaboutwhichtheclaimsaremade
NumberandAlgebra Studentsrecognisethepropertiesofprime,composite,squareandtriangularnumbersanddeterminesetsofthese numbers.Theysolveproblemsthatinvolveallfouroperationswithwholenumbersanddescribetheuseofintegersin everydaycontexts.Studentslocatefractionsandintegersonanumberlineandconnectfractions,decimalsandpercentages asdifferentrepresentationsofthesamenumber.Theysolveproblemsinvolvingtheadditionandsubtractionofrelated fractions.Studentscalculateasimplefractionofaquantityandcalculatecommonpercentagediscountsonsaleitems,with andwithouttheuseofdigitaltechnology.Theymakeconnectionsbetweenthepowersof10andthemultiplicationand divisionofdecimals.Studentsadd,subtractandmultiplydecimalsanddividedecimalswheretheresultisrational.Students writenumbersentencesusingbracketsandorderofoperations,andspecifyrulesusedtogeneratesequencesinvolving wholenumbers,fractionsanddecimals.Theyuseorderedpairsofintegerstorepresentcoordinatesofpointsandlocatea pointinanyoneofthefourquadrantsontheCartesianplane. MeasurementandGeometry Studentsrelatedecimalstothemetricsystemandchooseappropriateunitsofmeasurementtoperformacalculation.They solveproblemsinvolvinglengthandarea,andmakeconnectionsbetweencapacityandvolume.Studentsinterpretavariety ofeverydaytimetables.Theysolveproblemsusingthepropertiesofanglesandinvestigatesimplecombinationsof transformationsintheplane,withandwithouttheuseofdigitaltechnology.Studentsconstructsimpleprismsandpyramids. StatisticsandProbability Studentsinterpretandcompareavarietyofdatadisplays,includingdisplaysfortwocategoricalvariables.Theyanalyseand evaluatedatafromsecondarysources.Studentscompareobservedandexpectedfrequenciesofevents,includingthose whereoutcomesoftrialsaregeneratedwiththeuseofdigitaltechnology.Theyspecify,listandcommunicateprobabilitiesof eventsusingsimpleratios,fractions,decimalsandpercentages.
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Mathematics
Level7
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesdescribingpatternsinusesofindiceswithwholenumbers,recognisingequivalencesbetween fractions,decimals,percentagesandratios,plottingpointsontheCartesianplane,identifyinganglesformedbya transversalcrossingapairoflines,andconnectingthelawsandpropertiesofnumberstoalgebraictermsand expressions Fluencyincludescalculatingaccuratelywithintegers,representingfractionsanddecimalsinvariousways,investigating bestbuys,findingmeasuresofcentraltendencyandcalculatingareasofshapesandvolumesofprisms ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingnumbersandmeasurements,workingwith transformationsandidentifyingsymmetry,calculatinganglesandinterpretingsetsofdatacollectedthroughchance experiments Reasoningincludesapplyingthenumberlawstocalculations,applyingknowngeometricfactstodrawconclusionsabout shapes,applyinganunderstandingofratioandinterpretingdatadisplays NumberandAlgebra Numberandplacevalue Investigateindexnotationandrepresent wholenumbersasproductsofpowersof primenumbers(ACMNA149)
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Elaborations
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definingandcomparingprimeandcompositenumbersand explainingthedifferencebetweenthem applyingknowledgeoffactorstostrategiesforexpressingwhole numbersasproductsofpowersofprimefactors,suchas repeateddivisionbyprimefactorsorcreatingfactortrees solvingproblemsinvolvinglowestcommonmultiplesand greatestcommondivisors(highestcommonfactors)forpairsof wholenumbersbycomparingtheirprimefactorisation investigatingsquarenumberssuchas25and36and developingsquarerootnotation investigatingbetweenwhichtwowholenumbersasquareroot lies understandingthatarithmeticlawsarepowerfulwaysof describingandsimplifyingcalculations
Investigateandusesquarerootsofperfect squarenumbers(ACMNA150)
Applytheassociative,commutativeand distributivelawstoaidmentalandwritten computation(ACMNA151) Compare,order,addandsubtractintegers (ACMNA280)
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Mathematics
Realnumbers Comparefractionsusingequivalence.Locate andrepresentpositiveandnegativefractions andmixednumbersonanumberline (ACMNA152) Solveproblemsinvolvingadditionand subtractionoffractions,includingthosewith unrelateddenominators(ACMNA153)
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Elaborations
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exploringequivalenceamongfamiliesoffractionsbyusinga fractionwalloranumberline(forexamplebyusingafraction walltoshowthat2/3isthesameas4/6and6/9)
exploringanddevelopingefficientstrategiestosolveadditive problemsinvolvingfractions(forexamplebyusingfractionwalls orrectangulararrayswithdimensionsequaltothe denominators) investigatingmultiplicationoffractionsanddecimals,using strategiesincludingpatterningandmultiplicationasrepeated addition,withbothconcretematerialsanddigitaltechnologies, andidentifyingtheprocessesfordivisionastheinverseof multiplication usingauthenticexamplesforthequantitiestobeexpressedand understandingthereasonsforthecalculations
Multiplyanddividefractionsanddecimals usingefficientwrittenstrategiesanddigital technologies(ACMNA154)
Expressonequantityasafractionofanother, withandwithouttheuseofdigital technologies(ACMNA155) Rounddecimalstoaspecifiednumberof decimalplaces(ACMNA156)
usingroundingtoestimatetheresultsofcalculationswithwhole numbersanddecimals,andunderstandingtheconventionsfor rounding justifyingchoicesofwritten,mentalorcalculatorstrategiesfor solvingspecificproblemsincludingthoseinvolvinglarge numbers understandingthatquantitiescanberepresentedbydifferent numbertypesandcalculatedusingvariousoperations,andthat choicesneedtobemadeabouteach calculatingthepercentageofthetotallocalmunicipalareaset asideforparkland,manufacturing,retailandresidential dwellingstocomparelanduse usingauthenticproblemstoexpressquantitiesaspercentages ofotheramounts
Connectfractions,decimalsandpercentages andcarryoutsimpleconversions (ACMNA157)
Findpercentagesofquantitiesandexpress onequantityasapercentageofanother,with andwithoutdigitaltechnologies.(ACMNA158) Recogniseandsolveproblemsinvolving simpleratios(ACMNA173)
understandingthatrateandratioproblemscanbesolvedusing fractionsorpercentagesandchoosingthemostefficientformto solveaparticularproblem
Moneyandfinancialmathematics Investigateandcalculate'bestbuys',withand withoutdigitaltechnologies(ACMNA174) Patternsandalgebra
Elaborations
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applyingtheunitarymethodtoidentifybestbuyssituations, suchascomparingthecostper100g
Elaborations
41
Mathematics
Introducetheconceptofvariablesasawayof representingnumbersusingletters (ACMNA175) Createalgebraicexpressionsandevaluate thembysubstitutingagivenvalueforeach variable(ACMNA176) Extendandapplythelawsandpropertiesof arithmetictoalgebraictermsandexpressions (ACMNA177)
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understandingthatarithmeticlawsarepowerfulwaysof describingandsimplifyingcalculationsandthatusingthese lawsleadstothegeneralityofalgebra usingauthenticformulastoperformsubstitutions
identifyingorderofoperationsincontextualisedproblems, preservingtheorderbyinsertingbracketsinnumerical expressions,thenrecognisinghoworderispreservedby convention movingfluentlybetweenalgebraicandwordrepresentationsas descriptionsofthesamesituation
Linearandnonlinearrelationships Givencoordinates,plotpointsonthe Cartesianplane,andfindcoordinatesfora givenpoint(ACMNA178) Solvesimplelinearequations(ACMNA179)
Elaborations
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plottingpointsfromatableofintegervaluesandrecognising simplepatterns,suchaspointsthatlieonastraightline
solvingequationsusingconcretematerials,suchasthebalance model,andexplaintheneedtodothesamethingtoeachsideof theequationusingsubstitutiontochecksolutions investigatingarangeofstrategiestosolveequations usingtravelgraphstoinvestigateandcomparethedistance travelledtoandfromschool interpretingfeaturesoftravelgraphssuchastheslopeoflines andthemeaningofhorizontallines usinggraphsofevaporationratestoexplorewaterstorage
Investigate,interpretandanalysegraphsfrom authenticdata(ACMNA180)
MeasurementandGeometry Usingunitsofmeasurement Establishtheformulasforareasofrectangles, trianglesandparallelogramsandusethese inproblemsolving(ACMMG159)

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Elaborations
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buildingontheunderstandingoftheareaofrectanglesto developformulasfortheareaoftriangles establishingthattheareaofatriangleishalftheareaofan appropriaterectangle usingareaformulasforrectanglesandtrianglestosolve problemsinvolvingareasofsurfaces investigatingvolumesofcubesandrectangularprismsand establishingandusingtheformulaV=lbh understandingandusingcubicunitswheninterpretingand findingvolumesofcubesandrectangularprisms
Calculatevolumesofrectangularprisms (ACMMG160)
Shape
Elaborations
42
Mathematics
Drawdifferentviewsofprismsandsolids formedfromcombinationsofprisms (ACMMG161) Locationandtransformation Describetranslations,reflectionsinanaxis, androtationsofmultiplesof90onthe Cartesianplaneusingcoordinates.Identify lineandrotationalsymmetries(ACMMG181)
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usingaerialviewsofbuildingsandother3Dstructuresto visualisethestructureofthebuildingorprism
Elaborations
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describingpatternsandinvestigatingdifferentwaystoproduce thesametransformationsuchasusingtwosuccessive reflectionstoprovidethesameresultasatranslation experimentingwith,creatingandrecreatingpatternsusing combinationsofreflectionsandrotationsusingdigital technologies
Geometricreasoning Identifycorresponding,alternateandco interiorangleswhentwostraightlinesare crossedbyatransversal(ACMMG163) Investigateconditionsfortwolinestobe parallelandsolvesimplenumericalproblems usingreasoning(ACMMG164)
Elaborations
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definingandclassifyingpairsofanglesascomplementary, supplementary,adjacentandverticallyopposite
constructingparallelandperpendicularlinesusingtheir properties,apairofcompassesandaruler,anddynamic geometrysoftware definingandidentifyingtherelationshipsbetweenaltenate, correspondingandcointerioranglesforapairofparallellines cutbyatransversal usingconcretematerialsanddigitaltechnologiestoinvestigate theanglesumofatriangleandquadrilateral
Demonstratethattheanglesumofatriangle is180andusethistofindtheanglesumofa quadrilateral(ACMMG166) Classifytrianglesaccordingtotheirsideand anglepropertiesanddescribequadrilaterals (ACMMG165)
identifyingsideandanglepropertiesofscalene,isosceles,right angledandobtuseangledtriangles describingsquares,rectangles,rhombuses,parallelograms, kitesandtrapeziums
StatisticsandProbability Chance Constructsamplespacesforsinglestep experimentswithequallylikelyoutcomes (ACMSP167)

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Elaborations
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discussingthemeaningofprobabilityterminology(forexample probability,samplespace,favourableoutcomes,trial,events andexperiments) distinguishingbetweenequallylikelyoutcomesandoutcomes thatarenotequallylikely expressingprobabilitiesasdecimals,fractionalsand percentages
Assignprobabilitiestotheoutcomesofevents anddetermineprobabilitiesforevents (ACMSP168) Datarepresentationandinterpretation
Elaborations
43
Mathematics
Identifyandinvestigateissuesinvolving numericaldatacollectedfromprimaryand secondarysources(ACMSP169) Constructandcomparearangeofdata displaysincludingstemandleafplotsanddot plots(ACMSP170)
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obtainingsecondarydatafromnewspapers,theInternetandthe AustralianBureauofStatistics investigatingsecondarydatarelatingtothedistributionanduse ofnonrenewableresourcesaroundtheworld understandingthatsomedatarepresentationsaremore appropriatethanothersforparticulardatasets,andanswering questionsaboutthosedatasets usingorderedstemandleafplotstorecordanddisplay numericaldatacollectedinaclassinvestigation,suchas constructingaclassplotofheightincentimetresonashared stemandleafplotforwhichthestems12,13,14,15,16and17 havebeenproduced understandingthatsummarisingdatabycalculatingmeasures ofcentreandspreadcanhelpmakesenseofthedata
Calculatemean,median,modeandrangefor setsofdata.Interpretthesestatisticsinthe contextofdata(ACMSP171) Describeandinterpretdatadisplaysusing median,meanandrange(ACMSP172)
usingmeanandmediantocomparedatasetsandexplaining howoutliersmayaffectthecomparison locatingmean,medianandrangeongraphsandconnecting themtoreallife
NumberandAlgebra Studentssolveproblemsinvolvingtheorder,additionandsubtractionofintegers.Theymaketheconnectionsbetweenwhole numbersandindexnotationandtherelationshipbetweenperfectsquaresandsquareroots.Theysolveproblemsinvolving allfouroperationswithfractions,decimals,percentagesandtheirequivalences,andexpressfractionsintheirsimplestform. Studentscomparethecostofitemstomakefinancialdecisions,withandwithouttheuseofdigitaltechnology.Theymake simpleestimatestojudgethereasonablenessofresults.Studentsusevariablestorepresentarbitrarynumbersand connectthelawsandpropertiesofnumbertoalgebraandsubstitutenumbersintoalgebraicexpressions.Theyassign orderedpairstogivenpointsontheCartesianplaneandinterpretandanalysegraphsofrelationsfromrealdata.Students developsimplelinearmodelsforsituations,makepredictionsbasedonthesemodels,solverelatedequationsandcheck theirsolutions. MeasurementandGeometry Studentsuseformulasfortheareaandperimeterofrectangles.Theyclassifytrianglesandquadrilateralsandrepresent transformationsoftheseshapesontheCartesianplane,withandwithouttheuseofdigitaltechnology.Studentsnamethe typesofanglesformedbyatransversalcrossingparallellinesandsolvesimplenumericalproblemsinvolvingtheselines andangles.Theydescribedifferentviewsofthreedimensionalobjects,andusemodels,sketchesanddigitaltechnologyto representtheseviews.Studentscalculatevolumesofrectangularprisms. StatisticsandProbability
44
Mathematics
Studentsidentifyissuesinvolvingthecollectionofdiscreteandcontinuousdatafromprimaryandsecondarysources.They constructstemandleafplotsanddotplots.Studentsidentifyorcalculatemean,mode,medianandrangefordatasets, usingdigitaltechnologyforlargerdatasets.Theydescribetherelationshipbetweenthemedianandmeanindatadisplays. Studentsdeterminethesamplespaceforsimpleexperimentswithequallylikelyoutcomes,andassignprobabilities outcomes.
45
Mathematics
Level8
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesdescribingpatternsinvolvingindicesandrecurringdecimals,identifyingcommonalitiesbetween operationswithalgebraandarithmetic,connectingrulesforlinearrelationstheirgraphs,explainingthepurposeof statisticalmeasures,andexplainingmeasurementsofperimeterandarea Fluencyincludescalculatingaccuratelywithsimpledecimals,indicesandintegers,recognisingequivalenceofcommon decimalsandfractionsincludingrecurringdecimals,factorisingandsimplifyingbasicalgebraicexpressions,and evaluatingperimeters,areasofcommonshapesandtheirvolumesandthreedimensionalobjects ProblemSolvingincludesformulating,andmodellingpracticalsituationsinvolvingratios,profitandloss,areasand perimetersofcommonshapes,andusingtwowaytablesandVenndiagramstocalculateprobabilities Reasoningincludesjustifyingtheresultofacalculationorestimationasreasonable,derivingprobabilityfromits complement,usingcongruencetodeducepropertiesoftriangles,findingestimatesofmeansandproportionsof populations NumberandAlgebra Numberandplacevalue Useindexnotationwithnumberstoestablishthe indexlawswithpositiveintegralindicesandthe zeroindex(ACMNA182) Carryoutthefouroperationswithrationalnumbers andintegers,usingefficientmentalandwritten strategiesandappropriatedigitaltechnologies (ACMNA183) Realnumbers Investigateterminatingandrecurringdecimals (ACMNA184) Investigatetheconceptofirrationalnumbers, including(ACMNA186)
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Elaborations
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evaluatingnumbersexpressedaspowersofpositive integers
usingpatternstoassistinfindingrulesforthemultiplication anddivisionofintegers usingthenumberlinetodevelopstrategiesforaddingand subtractingrationalnumbers
Elaborations
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recognisingterminating,recurringandnonterminating decimalsandchoosingtheirappropriaterepresentations understandingthattherealnumbersystemincludes irrationalnumbers
46
Mathematics
Solveproblemsinvolvingtheuseofpercentages, includingpercentageincreasesanddecreases, withandwithoutdigitaltechnologies(ACMNA187)
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usingpercentagestosolveproblems,includingthose involvingmarkups,discounts,andGST usingpercentagestocalculatepopulationincreasesand decreases understandingthatrateandratioproblemscanbesolved usingfractionsorpercentagesandchoosingthemost efficientformtosolveaparticularproblem calculatingpopulationgrowthratesinAustraliaandAsia andexplainingtheirdifference
Solvearangeofproblemsinvolvingratesand ratios,withandwithoutdigitaltechnologies (ACMNA188)
Moneyandfinancialmathematics Solveproblemsinvolvingprofitandloss,withand withoutdigitaltechnologies(ACMNA189)
Elaborations
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expressingprofitandlossasapercentageofcostorselling price,comparingthedifference investigatingthemethodsusedinretailstorestoexpress discounts
Patternsandalgebra Extendandapplythedistributivelawtothe expansionofalgebraicexpressions(ACMNA190) Factorisealgebraicexpressionsbyidentifying numericalfactors(ACMNA191)
Elaborations
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applyingthedistributivelawtotheexpansionofalgebraic expressionsusingstrategiessuchastheareamodel recognisingtherelationshipbetweenfactorisingand expanding identifyingthegreatestcommondivisor(highestcommon factor)ofnumericandalgebraicexpressionsandusinga rangeofstrategiestofactorisealgebraicexpressions understandingthatthelawsusedwithnumberscanalso beusedwithalgebra
Simplifyalgebraicexpressionsinvolvingthefour operations(ACMNA192) Linearandnonlinearrelationships PlotlinearrelationshipsontheCartesianplane withandwithouttheuseofdigitaltechnologies (ACMNA193) Solvelinearequationsusingalgebraicand graphicaltechniques.Verifysolutionsby substitution(ACMNA194) MeasurementandGeometry Usingunitsofmeasurement
Elaborations
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completingatableofvalues,plottingtheresultingpoints anddeterminingwhethertherelationshipislinear findingtheruleforalinearrelationship
solvingreallifeproblemsbyusingvariablestorepresent unknowns
Elaborations
47
Mathematics
Chooseappropriateunitsofmeasurementforarea andvolumeandconvertfromoneunittoanother (ACMMG195)
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choosingunitsforareaincludingmm 2,cm 2,m 2,hectares, km 2,andunitsforvolumeincludingmm 3,cm 3,m 3 recognisingthattheconversionfactorsforareaunitsarethe squaresofthoseforthecorrespondinglinearunits recognisingthattheconversionfactorsforvolumeunitsare thecubesofthoseforthecorrespondinglinearunits establishingandusingformulasforareassuchas trapeziums,rhombusesandkites investigatingthecircumferenceandareaofcircleswith materialsorbymeasuring,toestablishanunderstandingof formulas investigatingtheareaofcirclesusingasquaregridorby rearrangingacircledividedintosectors investigatingtherelationshipbetweenvolumesof rectangularandtriangularprisms
Findperimetersandareasofparallelograms, trapeziums,rhombusesandkites(ACMMG196) Investigatetherelationshipbetweenfeaturesof circlessuchascircumference,area,radiusand diameter.Useformulastosolveproblems involvingcircumferenceandarea(ACMMG197)
Developtheformulasforvolumesofrectangular andtriangularprismsandprismsingeneral.Use formulastosolveproblemsinvolvingvolume (ACMMG198) Solveproblemsinvolvingduration,includingusing 12and24hourtimewithinasingletimezone (ACMMG199) Geometricreasoning Definecongruenceofplaneshapesusing transformations(ACMMG200)
identifyingregionsinAustraliaandcountriesinAsiathatare inthesametimezone
Elaborations
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understandingthepropertiesthatdeterminecongruenceof trianglesandrecognisingwhichtransformationscreate congruentfigures establishingthattwofiguresarecongruentifoneshapelies exactlyontopoftheotherafteroneormoretransformations (translation,reflection,rotation),andrecognisingthatthe matchingsidesandthematchinganglesareequal investigatingtheminimalconditionsneededfortheunique constructionoftriangles,leadingtotheestablishmentofthe conditionsforcongruence(SSS,SAS,ASAandRHS) solvingproblemsusingthepropertiesofcongruentfigures constructingtrianglesusingtheconditionsforcongruence establishingthepropertiesofsquares,rectangles, parallelograms,rhombuses,trapeziumsandkites identifyingpropertiesrelatedtosidelengths,parallelsides, angles,diagonalsandsymmetry
Developtheconditionsforcongruenceoftriangles (ACMMG201)
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Establishpropertiesofquadrilateralsusing congruenttrianglesandangleproperties,and solverelatednumericalproblemsusingreasoning (ACMMG202) StatisticsandProbability Chance
Elaborations
48
Mathematics
Identifycomplementaryeventsandusethesumof probabilitiestosolveproblems(ACMSP204)
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identifyingthecomplementoffamiliarevents understandingthatprobabilitiesrangebetween0to1and thatcalculatingtheprobabilityofaneventallowsthe probabilityofitscomplementtobefound posing'and','or'and'not'probabilityquestionsabout objectsorpeople
Describeeventsusinglanguageof'atleast', exclusive'or'(AorBbutnotboth),inclusive'or'(Aor Borboth)and'and'.(ACMSP205) RepresenteventsintwowaytablesandVenn diagramsandsolverelatedproblems(ACMSP292)
usingVenndiagramsandtwowaytablestocalculate probabilitiesforevents,satisfying'and','or'and'not' conditions understandingthatrepresentingdatainVenndiagramsor twowaytablesfacilitatesthecalculationofprobabilities collectingdatatoanswerthequestionsusingVenn diagramsortwowaytables
Datarepresentationandinterpretation Investigatetechniquesforcollectingdata,including census,samplingandobservation(ACMSP284) Explorethepracticalitiesandimplicationsof obtainingdatathroughsamplingusingavarietyof investigativeprocesses(ACMSP206) Explorethevariationofmeansandproportionsof randomsamplesdrawnfromthesamepopulation (ACMSP293) Investigatetheeffectofindividualdatavalues, includingoutliers,onthemeanandmedian (ACMSP207)
Elaborations
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identifyingsituationswheredatacanbecollectedbycensus andthosewhereasampleisappropriate investigatingtheusesofrandomsamplingtocollectdata
usingsamplepropertiestopredictcharacteristicsofthe population
usingdisplaysofdatatoexploreandinvestigateeffects
NumberandAlgebra Studentsuseefficientmentalandwrittenstrategiestomakeestimatesandcarryoutthefouroperationswithintegers,and applytheindexlawstowholenumbers.Theyidentifyanddescriberationalandirrationalnumbersincontext.Students estimateanswersandsolveeverydayproblemsinvolvingprofitandlossrates,ratiosandpercentages,withandwithoutthe useofdigitaltechnology.Theysimplifyavarietyofalgebraicexpressionsandconnectexpansionandfactorisationoflinear expressions.StudentssolvelinearequationsandgraphlinearrelationshipsontheCartesianplane. MeasurementandGeometry
49
Mathematics
Studentsconvertbetweenunitsofmeasurementforareaandforvolume.Theyfindtheperimeterandareaofparallelograms, rhombusesandkites.Studentsnamethefeaturesofcircles,calculatecircumferenceandarea,andsolveproblemsrelating tothevolumeofprisms.Theymakesenseoftimedurationinrealapplications,includingtheuseof24hourtime.Students identifyconditionsforthecongruenceoftrianglesanddeducethepropertiesofquadrilaterals.Theyusetools,including digitaltechnology,toconstructcongruentshapes. StatisticsandProbability Studentsexplainissuesrelatedtothecollectionofsampledataanddiscusstheeffectofoutliersonmeansandmediansof thedata.Theyusevariousapproaches,includingtheuseofdigitaltechnology,togeneratesimplerandomsamplesfroma population.StudentsmodelsituationswithVenndiagramsandtwowaytablesandexplaintheuseof'not','and'and'or'. Studentschooseappropriatelanguagetodescribeeventsandexperiments.Theydeterminecomplementaryeventsand calculatethesumofprobabilities.
50
Mathematics
Level9
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesdescribingtherelationshipbetweengraphsandequations,simplifyingarangeofalgebraic expressions,explainingtheuseofrelativefrequenciestoestimateprobabilities,andtheuseofthetrigonometricratios forrightangletriangles Fluencyincludesapplyingtheindexlawstoexpressionswithintegerindices,expressingnumbersinscientificnotation, listingoutcomesforexperimentsanddevelopingfamiliaritywithcalculationsinvolvingtheCartesianplaneand calculatingareasofshapesandsurfaceareasofprisms ProblemSolvingincludesformulating,andmodellingpracticalsituationsinvolvingsurfaceareasandvolumesofright prisms,applyingratioandscalefactorstosimilarfigures,solvingproblemsinvolvingrightangletrigonometry,and collectingdatafromsecondarysourcestoinvestigateanissue Reasoningincludesfollowingmathematicalarguments,evaluatingmediareportsandusingstatisticalknowledgeto clarifysituations,developingstrategiesininvestigatingsimilarityandsketchinglineargraphs NumberandAlgebra Realnumbers Solveproblemsinvolvingdirectproportion.Explorethe relationshipbetweengraphsandequations correspondingtosimplerateproblems(ACMNA208) Applyindexlawstonumericalexpressionswithinteger indices(ACMNA209)
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Elaborations
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identifyingdirectproportioninreallifecontexts
simplifyingandevaluatingnumericalexpressions, usinginvolvingbothpositiveandnegativeinteger indices representingextremelylargeandsmallnumbersin scientificnotation,andnumbersexpressedinscientific notationaswholenumbersordecimals
Expressnumbersinscientificnotation(ACMNA210)
Moneyandfinancialmathematics Solveproblemsinvolvingsimpleinterest(ACMNA211)
Elaborations
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understandingthatfinancialdecisionscanbeassisted bymathematicalcalculations
Patternsandalgebra
Elaborations
51
Mathematics
Extendandapplytheindexlawstovariables,using positiveintegerindicesandthezeroindex(ACMNA212) Applythedistributivelawtotheexpansionofalgebraic expressions,includingbinomials,andcollectliketerms whereappropriate(ACMNA213)
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understandingthatindexlawsapplytovariablesas wellasnumbers understandingthatthedistributivelawcanbeapplied toalgebraicexpressionsaswellasnumbers understandingtherelationshipbetweenexpansionand factorisationandidentifyingalgebraicfactorsin algebraicexpressions
Linearandnonlinearrelationships Findthedistancebetweentwopointslocatedona Cartesianplaneusingarangeofstrategies,including graphingsoftware(ACMNA214)
Elaborations
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investigatinggraphicalandalgebraictechniquesfor findingdistancebetweentwopoints usingPythagoras'theoremtocalculatedistance betweentwopoints investigatinggraphicalandalgebraictechniquesfor findingmidpointandgradient recognisingthatthegradientofalineisthesameas thegradientofanylinesegmentonthatline determininglinearrulesfromsuitablediagrams,tables ofvaluesandgraphsanddescribingthemusingboth wordsandalgebra graphingparabolas,andcirclesconnectingx interceptsofagraphtoarelatedequation
Findthemidpointandgradientofalinesegment (interval)ontheCartesianplaneusingarangeof strategies,includinggraphingsoftware(ACMNA294)
Sketchlineargraphsusingthecoordinatesoftwo pointsandsolvelinearequations(ACMNA215)
Graphsimplenonlinearrelationswithandwithoutthe useofdigitaltechnologiesandsolvesimplerelated equations(ACMNA296) MeasurementandGeometry Usingunitsofmeasurement Calculatetheareasofcompositeshapes(ACMMG216)
Elaborations
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understandingthatpartitioningcompositeshapesinto rectanglesandtrianglesisastrategyforsolving problemsinvolvingarea analysingnetsofcylinderstoestablishformulasfor surfacearea connectingthevolumeandcapacityofacylinderto solveauthenticproblems solvingpracticalproblemsinvolvingsurafceareaand volumeofrightprisms investigatingtheusefulnessofscientificnotationin representingverylargeandverysmallnumbers
Calculatethesurfaceareaandvolumeofcylindersand solverelatedproblems(ACMMG217)
Solveproblemsinvolvingthesurfaceareaandvolume ofrightprisms(ACMMG218) Investigateverysmallandverylargetimescalesand intervals(ACMMG219) Geometricreasoning
Elaborations
52
Mathematics
Usetheenlargementtransformationtoexplain similarityanddeveloptheconditionsfortrianglestobe similar(ACMMG220)
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establishingtheconditionsforsimilarityoftwo trianglesandcomparingthistotheconditionsfor congruence usingthepropertiesofsimilarityandratio,andcorrect mathematicalnotationandlanguage,tosolve problemsinvolvingenlargement(forexample,scale diagrams) usingtheenlargementtransformationtoestablish similarityunderstandingthatsimilarityandcongruence helpdescriberelationshipsbetweengeometrical shapesandareimportantelementsofreasoningand proof establishingtherelationshipbetweenareasofsimilar figuresandtheratioofcorrespondingsides(scale factor)
Solveproblemsusingratioandscalefactorsinsimilar figures(ACMMG221)
Pythagorasandtrigonometry InvestigatePythagorasTheoremanditsapplicationto solvingsimpleproblemsinvolvingrightangled triangles(ACMMG222)
Elaborations
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understandingthatPythagoras'Theoremisauseful toolindeterminingunknownlengthsinrightangled trianglesandhaswidespreadapplications recognisingthatrightangledtrianglecalculationsmay generateresultsthatcanbeintegers,fractionsor irrationalnumbers developingunderstandingoftherelationshipbetween thecorrespondingsidesofsimilarrightangled triangles understandingtheterms'adjacent'and'opposite'sides inarightangledtriangle selectingandaccuratelyusingthecorrecttrigonometric ratiotofindunknownsides(adjacent,oppositeand hypotenuse)andanglesinrightangledtriangles
Usesimilaritytoinvestigatetheconstancyofthesine, cosineandtangentratiosforagivenangleinright angledtriangles(ACMMG223) Applytrigonometrytosolverightangledtriangle problems(ACMMG224)
StatisticsandProbability Chance Listalloutcomesfortwostepchanceexperiments, bothwithandwithoutreplacementusingtreediagrams orarrays.Assignprobabilitiestooutcomesand determineprobabilitiesforevents(ACMSP225)

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Elaborations
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conductingtwostepchanceexperiments usingsystematicmethodstolistoutcomesof experimentsandtolistoutcomesfavourabletoan event comparingexperimentswhichdifferonlybybeing undertakenwithreplacementorwithoutreplacement
53
Mathematics
Calculaterelativefrequenciesfromgivenorcollected datatoestimateprobabilitiesofeventsinvolving'and'or 'or'(ACMSP226)
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usingVenndiagramsortwowaytablestocalculate relativefrequenciesofeventsinvolvingand,or questions usingrelativefrequenciestofindanestimateof probabilitiesofand,orevents investigatingarangeofdataanditssources,for exampletheageofresidentsinAustralia,Cambodia andTongathenumberofsubjectsstudiedatschoolin alevelby14leveloldstudentsinAustralia,Japanand TimorLeste
Investigatereportsofsurveysindigitalmediaand elsewhereforinformationonhowdatawereobtainedto estimatepopulationmeansandmedians(ACMSP227) Datarepresentationandinterpretation Identifyeverydayquestionsandissuesinvolvingatleast onenumericalandatleastonecategoricalvariable, andcollectdatadirectlyfromsecondarysources (ACMSP228) Constructbacktobackstemandleafplotsand histogramsanddescribedata,usingtermsincluding skewed,symmetricandbimodal(ACMSP282)
Elaborations
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comparingtheannualrainfallinvariouspartsof Australia,Pakistan,NewGuineaandMalaysia
usingstemandleafplotstocomparetwolikesetsof datasuchastheheightsofgirlsandtheheightsof boysinaclass describingtheshapeofthedistributionofdatausing termssuchaspositiveskew,negativeskewand 'symmetric'and'bimodal' comparingmeans,mediansandrangesoftwosetsof numericaldatawhichhavebeendisplayedusing histograms,dotplots,orstemandleafplots
Comparedatadisplaysusingmean,medianandrange todescribeandinterpretnumericaldatasetsinterms oflocation(centre)andspread(ACMSP283)
NumberandAlgebra Studentsapplytheindexlawsusingintegerindicestovariablesandnumbers,expressnumbersinscientificnotation,solve problemsinvolvingverysmallandverylargenumbers,andchecktheorderofmagnitudeofcalculations.Theysolve problemsinvolvingsimpleinterest.Studentsusethedistributivelawtoexpandalgebraicexpressions,includingbinomial expressions,andsimplifyarangeofalgebraicexpressions.TheyfindthedistancebetweentwopointsontheCartesian planeandthegradientandmidpointofalinesegmentusingarangeofstrategiesincludingtheuseofdigitaltechnology. Studentssketchanddrawlinearandnonlinearrelations,solvesimplerelatedequationsandexplaintherelationship betweenthegraphicalandsymbolicforms,withandwithouttheuseofdigitaltechnology. MeasurementandGeometry Studentssolvemeasurementproblemsinvolvingperimeterandareaofcompositeshapes,surfaceareaandvolumeof rectangularprismsandcylinders,withandwithouttheuseofdigitaltechnology.Theyrelatethreedimensionalobjectstotwo dimensionalrepresentations.Studentsexplainsimilarityoftriangles,interpretratiosandscalefactorsinsimilarfigures,and applyPythagoras'stheoremandtrigonometrytosolveproblemsinvolvinganglesandlengthsinrightangledtriangles.
54
Mathematics
StatisticsandProbability Studentscomparetechniquesforcollectingdatafromprimaryandsecondarysources,andidentifyquestionsandissues involvingdifferentdatatypes.Theyconstructhistogramsandbacktobackstemandleafplotswithandwithouttheuseof digitaltechnology.Studentsidentifymeanandmedianinskewed,symmetricandbimodaldisplaysandusetheseto describeandinterpretthedistributionofthedata.Theycalculaterelativefrequenciestoestimateprobabilities.Studentslist outcomesfortwostepexperimentsandassignprobabilitiesforthoseoutcomesandrelatedevents.
55
Mathematics
Level10
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehow thecontentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthislevel: Understandingincludesapplyingthefouroperationstoalgebraicfractions,findingunknownsinformulasafter substitution,makingtheconnectionbetweenequationsofrelationsandtheirgraphs,comparingsimpleandcompound interestinfinancialcontextsanddeterminingprobabilitiesoftwoandthreestepexperiments Fluencyincludesfactorisingandexpandingalgebraicexpressions,usingarangeofstrategiestosolveequationsand usingcalculationstoinvestigateingtheshapeofdatasets ProblemSolvingincludescalculatingthesurfaceareaandvolumeofadiverserangeofprismstosolvepractical problems,findingunknownlengthsandanglesusingapplicationsoftrigonometry,usingalgebraicandgraphical techniquestofindsolutionstosimultaneousequationsandinequalities,andinvestigatingindependenceofevents Reasoningincludesformulatinggeometricproofsinvolvingcongruenceandsimilarity,interpretingandevaluatingmedia statementsandinterpretingandcomparingdatasets NumberandAlgebra Moneyandfinancialmathematics Connectthecompoundinterestformulatorepeated applicationsofsimpleinterestusingappropriate digitaltechnologies(ACMNA229) Patternsandalgebra Factorisealgebraicexpressionsbytakingouta commonalgebraicfactor(ACMNA230)
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Elaborations
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workingwithauthenticinformation,dataandinterest ratestocalculatecompoundinterestandsolverelated problems
Elaborations
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usingthedistributivelawandtheindexlawstofactorise algebraicexpressions understandingtherelationshipbetweenfactorisationand expansion applyingknowledgeofindexlawstoalgebraicterms,and simplifyingalgebraicexpressionsusingbothpositive andnegativeintegralindices expressingthesumanddifferenceofalgebraicfractions withacommondenominator usingtheindexlawstosimplifyproductsandquotientsof algebraicfractions
Simplifyalgebraicproductsandquotientsusingindex laws(ACMNA231)
Applythefouroperationstosimplealgebraicfractions withnumericaldenominators(ACMNA232)
56
Mathematics
Expandbinomialproductsandfactorisemonic quadraticexpressionsusingavarietyofstrategies (ACMNA233)
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exploringthemethodofcompletingthesquareto factorisequadraticexpressionsandsolvequadratic equations identifyingandusingcommonfactors,includingbinomial expressions,tofactorisealgebraicexpressionsusing thetechniqueofgroupinginpairs usingtheidentitiesforperfectsquaresandthedifference ofsquarestofactorisequadraticexpressions solvingsimpleequationsarisingfromformulas
Substitutevaluesintoformulastodeterminean unknown(ACMNA234) Linearandnonlinearrelationships Solveproblemsinvolvinglinearequations,including thosederivedfromformulas(ACMNA235) Solvelinearinequalitiesandgraphtheirsolutionson anumberline(ACMNA236) Solvelinearsimultaneousequations,usingalgebraic andgraphicaltechniquesincludingusingdigital technology(ACMNA237) Solveproblemsinvolvingparallelandperpendicular lines(ACMNA238)
Elaborations
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representingwordproblemswithsimplelinear equationsandsolvingthemtoanswerquestions representingwordproblemswithsimplelinear inequalitiesandsolvingthemtoanswerquestions associatingthesolutionofsimultaneousequationswith thecoordinatesoftheintersectionoftheircorresponding graphs solvingproblemsusingthefactthatparallellineshave thesamegradientandconverselythatiftwolineshave thesamegradientthentheyareparallel solvingproblemsusingthefactthattheproductofthe gradientsofperpendicularlinesis1andconverselythat iftheproductofthegradientsoftwolinesis1thenthey areperpendicular sketchinggraphsofparabolas,andcircles applyingtranslations,reflectionsandstretchesto parabolasandcircles sketchingthegraphsofexponentialfunctionsusing transformations solvingawiderangeoflinearequations,includingthose involvingoneortwosimplealgebraicfractions,and checkingsolutionsbysubstitution representingwordproblems,includingthoseinvolving fractions,asequationsandsolvingthemtoanswerthe question usingavarietyoftechniquestosolvequadratic equations,includinggrouping,completingthesquare, thequadraticformulaandchoosingtwointegerswiththe requiredproductandsum
Exploretheconnectionbetweenalgebraicand graphicalrepresentationsofrelationssuchassimple quadratics,circlesandexponentialsusingdigital technologyasappropriate(ACMNA239)
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Solvelinearequationsinvolvingsimplealgebraic fractions(ACMNA240)
Solvesimplequadraticequationsusingarangeof strategies(ACMNA241)
57
Mathematics
MeasurementandGeometry Usingunitsofmeasurement Solveproblemsinvolvingsurfaceareaandvolumefor arangeofprisms,cylindersandcompositesolids (ACMMG242) Geometricreasoning Formulateproofsinvolvingcongruenttrianglesand angleproperties(ACMMG243) Elaborations
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Investigatinganddeterminingthevolumesandsurface areasofcompositesolidsbyconsideringtheindividual solidsfromwhichtheyareconstructed
Elaborations
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applyinganunderstandingofrelationshipstodeduce propertiesofgeometricfigures(forexamplethebase anglesofanisoscelestriangleareequal) distinguishingbetweenapracticaldemonstrationanda proof(forexampledemonstratingtrianglesarecongruent byplacingthemontopofeachother,ascomparedto usingcongruenceteststoestablishthattrianglesare congruent) performingasequenceofstepstodeterminean unknownanglegivingajustificationinmovingfromone steptothenext. communicatingaproofusingasequenceoflogically connectedstatements
Applylogicalreasoning,includingtheuseof congruenceandsimilarity,toproofsandnumerical exercisesinvolvingplaneshapes(ACMMG244)
Pythagorasandtrigonometry Solverightangledtriangleproblemsincludingthose involvingdirectionandanglesofelevationand depression(ACMMG245) StatisticsandProbability Chance Describetheresultsoftwoandthreestepchance experiments,bothwithandwithoutreplacements, assignprobabilitiestooutcomesanddetermine probabilitiesofevents.Investigatetheconceptof independence(ACMSP246) Usethelanguageofif....then,given,of,knowing thattoinvestigateconditionalstatementsandidentify commonmistakesininterpretingsuchlanguage (ACMSP247) Datarepresentationandinterpretation
Elaborations
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applyingPythagoras'sTheoremandtrigonometryto problemsinsurveyinganddesign
Elaborations
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recognisingthataneventcanbedependentonanother eventandthatthiswillaffectthewayitsprobabilityis calculated
usingtwowaytablesandVenndiagramstounderstand conditionalstatements usingarraysandtreediagramstodetermine probabilities
Elaborations
58
Mathematics
Determinequartilesandinterquartilerange (ACMSP248)
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findingthefivenumbersummary(minimumand maximumvalues,medianandupperandlower quartiles)andusingitsgraphicalrepresentation,thebox plot,astoolsforbothnumericallyandvisuallycomparing thecentreandspreadofdatasets understandingthatboxplotsareanefficientand commonwayofrepresentingandsummarisingdataand canfacilitatecomparisonsbetweendatasets usingparallelboxplotstocomparedataabouttheage distributionofAboriginalandTorresStraitIslander peoplewiththatoftheAustralianpopulationasawhole Investigatingdataindifferentwaystomakecomparisons anddrawconclusions usingauthenticdatatoconstructscatterplots,make comparisonsanddrawconclusions
Constructandinterpretboxplotsandusethemto comparedatasets(ACMSP249)
Compareshapesofboxplotstocorresponding histogramsanddotplots(ACMSP250) Usescatterplotstoinvestigateandcommenton relationshipsbetweentwonumericalvariables (ACMSP251) Investigateanddescribebivariatenumericaldata wheretheindependentvariableistime(ACMSP252)
investigatingbiodiversitychangesinAustraliasince Europeanoccupation constructingandinterpretingdatadisplaysrepresenting bivariatedataovertime investigatingtheuseofstatisticsinreportsregardingthe growthofAustralia'stradewithothercountriesoftheAsia region evaluatingstatisticalreportscomparingthelife expectancyofAboriginalandTorresStraitIslander peoplewiththatoftheAustralianpopulationasawhole
Evaluatestatisticalreportsinthemediaandother placesbylinkingclaimstodisplays,statisticsand representativedata(ACMSP253)
NumberandAlgebra Studentsrecognisetheconnectionbetweensimpleandcompoundinterest.Theysolveproblemsinvolvinglinearequations andinequalities,quadraticequationsandpairsofsimultaneouslinearequationsandrelatedgraphs,withandwithoutthe useofdigitaltechnology.Studentssubstituteintoformulas,findunknownvalues,manipulatelinearalgebraicexpressions, expandbinomialexpressionsandfactorisemonicandsimplenonmonicquadraticexpressions,withandwithouttheuseof digitaltechnology.Theyrepresentlinear,quadraticandexponentialfunctionsnumerically,graphicallyandalgebraically,and usethemtomodelsituationsandsolvepracticalproblems. MeasurementandGeometry Studentssolveandexplainsurfaceareaandvolumeproblemsrelatingtocompositesolids.Theyuseparalleland perpendicularlines,angleandtriangleproperties,similarity,trigonometryandcongruencetosolvepracticalproblemsand developproofsinvolvinglengths,anglesandareasinplaneshapes.Theyusedigitaltechnologytoconstructandmanipulate geometricshapesandobjects,andexploresymmetryandpatternintwodimensions.
59
Mathematics
StatisticsandProbability Studentscompareunivariatedatasetsbyreferringtosummarystatisticsandtheshapeoftheirdisplays.Theydescribe bivariatedatawheretheindependentvariableistimeandusescatterplotsgeneratedbydigitaltechnologytoinvestigate relationshipsbetweentwocontinuousvariables.Studentsevaluatetheuseofstatisticsinthemedia.Theylistoutcomesfor multistepchanceexperimentsinvolvingindependentanddependentevents,andassignprobabilitiesforthese experiments.
60
Mathematics
Level10A
NumberandAlgebra Realnumbers Definerationalandirrationalnumbersandperform operationswithsurdsandfractionalindices (ACMNA264)
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Elaborations
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understandingthattherealnumbersystemincludes irrationalnumbers extendingtheindexlawstorationalnumberindices performingthefouroperationswithsurds investigatingtherelationshipbetweenexponentialand logarithmicexpressions simplifyingexpressionsusingthelogarithmlaws
Usethedefinitionofalogarithmtoestablishandapply thelawsoflogarithms(ACMNA265)
Patternsandalgebra Investigatetheconceptofapolynomialandapplythe factorandremaindertheoremstosolveproblems (ACMNA266) Linearandnonlinearrelationships Solvesimpleexponentialequations(ACMNA270)
Elaborations
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investigatingtherelationshipbetweenalgebraiclong divisionandthefactorandremaindertheorems
Elaborations
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investigatingexponentialequationsderivedfrom authenticmathematicalmodelsbasedonpopulation growth applyingtransformations,includingtranslations, reflectionsintheaxesandstretchestohelpgraph parabolas,rectangularhyperbolas,circlesand exponentialfunctions investigatingthefeaturesofgraphsofpolynomials includingaxesinterceptsandtheeffectofrepeated factors writingquadraticequationsthatrepresentpractical problems
Describe,interpretandsketchparabolas,hyperbolas, circlesandexponentialfunctionsandtheir transformations(ACMNA267)
Applyunderstandingofpolynomialstosketcharange ofcurvesanddescribethefeaturesofthesecurves fromtheirequation(ACMNA268) Factorisemonicandnonmonicquadraticexpressions andsolveawiderangeofquadraticequationsderived fromavarietyofcontexts(ACMNA269) MeasurementandGeometry Usingunitsofmeasurement Solveproblemsinvolvingsurfaceareaandvolumeof rightpyramids,rightcones,spheresandrelated compositesolids(ACMMG271) Geometricreasoning
Elaborations
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usingformulastosolveproblems usingauthenticsituationstoapplyknowledgeand understandingofsurfaceareaandvolume
Elaborations
61
Mathematics
Proveandapplyangleandchordpropertiesofcircles (ACMMG272)
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performingasequenceofstepstodeterminean unknownangleorlengthinadiagraminvolvingacircle, orcircles,givingajustificationinmovingfromonestep tothenext communicatingaproofusingalogicalsequenceof statements provingresultsinvolvingchordsofcircles
Pythagorasandtrigonometry Establishthesine,cosineandarearulesforany triangleandsolverelatedproblems(ACMMG273)
Elaborations
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applyingknowledgeofsine,cosineandarearulesto authenticproblemssuchasthoseinvolvingsurveying anddesign establishingthesymmetricalpropertiesof trigonometricfunctions investigatinganglesofanymagnitude understandingthattrigonometricfunctionsareperiodic andthatthiscanbeusedtodescribemotion usingperiodicityandsymmetrytosolveequations investigatingtheapplicationsofPythagoras'stheorem inauthenticproblems
Usetheunitcircletodefinetrigonometricfunctions,and graphthemwithandwithouttheuseofdigital technologies(ACMMG274)
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Solvesimpletrigonometricequations(ACMMG275) ApplyPythagorastheoremandtrigonometrytosolving threedimensionalproblemsinrightangledtriangles (ACMMG276) StatisticsandProbability Chance Investigatereportsofstudiesindigitalmediaand elsewhereforinformationontheirplanningand implementation(ACMSP277)
Elaborations
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evaluatingtheappropriatenessofsamplingmethods inreportswherestatementsaboutapopulationare basedonasample evaluatingwhethergraphsinareportcouldmislead, andwhethergraphsandnumericalinformationsupport theclaims
Datarepresentationandinterpretation Calculateandinterpretthemeanandstandard deviationofdataandusethesetocomparedatasets (ACMSP278)
Elaborations
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usingthestandarddeviationtodescribethespreadof asetofdata usingthemeanandstandarddeviationtocompare numericaldatasets investigatingdifferenttechniquesforfindingalineof bestfit
Useinformationtechnologiestoinvestigatebivariate numericaldatasets.Whereappropriateuseastraight linetodescribetherelationshipallowingforvariation (ACMSP279)
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Personal Learning
2 2 2 3 6 6 7 8 9 10 12 13 15 16 18 19
Personal Learning
IntroductiontoPersonalLearning
Learnersaremostsuccessfulwhentheyaremindfulofthemselvesaslearnersandthinkerswithinalearningcommunity. ThePersonalLearningdomainfocusesonprovidingstudentswiththeknowledge,skillsandbehaviourstobesuccessful, positivelearnersbothatschoolandthroughouttheirlives.Theyaresupportedtodeveloptheconfidenceandabilitytobe adaptiveandtakeanactiveroleinshapingtheirownfuturesinaworldofconstantchange. Studentscanlearnmanythingsbywillandeffort,particularlyiftheyseethatthelearningisrelevanthowever,thelearningof studentsisenhancedwhentheyaresupportedtodevelopintentionalstrategiesthatpromotelearning.Theyneedto understandwhatitmeanstolearn,whotheyareaslearnersandhowemotionsaffectlearning.Theyalsoneedtodevelop skillsinplanning,monitoringandrevisingtheirwork,andreflectingonandmodifyingtheirlearningpractices. Consequently,asstudentsprogressthroughschooltheyneedtobeencouragedandsupportedtotakegreaterresponsibility fortheirownlearning,theirparticipationinlearningactivitiesandthequalityoftheirlearningoutcomes.Theyneedtodevelop asenseofthemselvesaslearnersanddeveloptheknowledgeandskillstomanagetheirownlearningandemotions.As theydothis,theymovefrombeingsupportedlearnerstoautonomouslearners. Studentslearntoseekandusefeedbackfromtheirteacherstodeveloptheircontentknowledgeandunderstanding.They alsolearntoseekandusefeedbackfromtheirpeersanddrawonothermembersofthecommunitywhomayprovide feedback,knowledgeandadviceaboutskillsthatsupporttheirlearning.Theyneedtodevelopthecapacitytoreflectontheir learninginsystematicways. Thisdomainsupportsthedevelopmentofautonomouslearners,withapositivesenseofthemselvesaslearners,by providingalllearnerswiththeknowledge,skillsandbehavioursto:
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developanunderstandingoftheirstrengthsandpotential seekandrespondappropriatelytofeedbackfromtheirteachers,peersandothermembersofthecommunity developskillsofgoalsettingandtimeandresourcemanagement increasinglymanagetheirownlearningandgrowthbymonitoringtheirlearning,andsettingandreflectingontheir learninggoals learntounderstandandtomanagetheirownemotions developresilienceanddispositionswhichsupportlearning recogniseandenactlearningprincipleswithinandbeyondtheschool prepareforlifelonglearning.
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Theachievementoftheseoutcomesrequiresthecreationofaschoolandclassroomculture,whereallstudentsare respectedandvaluedasindividualswiththecapacitytolearnandthink,andwhereselfregulatedeffortinlearningis promoted.
StructureofthePersonalLearningDomain
ThePersonalLearningdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistenstructureacrossalltheAusVELSdomain(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementand,from(AusVELS)Level3,asetofstandardsorganisedbydimension.
Learningfocus
Personal Learning
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In PersonalLearning,standardsforassessingandreportingonstudentachievementapplyfromLevel3.
Dimensions
StandardsinthePersonalLearningdomainareorganisedintwodimensions:
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Theindividuallearner Managingpersonallearning.
Theindividuallearner
Theindividuallearnerdimensionfocusesonstudentsdevelopingknowledgeabouttheirpersonalcharacteristicsand capabilities,andthosetheyneedtodeveloptosupporttheirapproachestoandreflectionsaboutlearning.Studentsexplore andpractiseskillsandbehaviourswhichsupportlearning.Theydevelopthecapacitytomonitortheirownlearning,identifying learningstrengthsandareasrequiringimprovement.Theyseekanduseteacherfeedbacktodeveloptheircontent knowledgeandunderstanding.Theyexplorethewaysinwhichpersonalvaluesaffectlearningandrecognisetheneedto developethicalframeworksforoperatingfairlywithintheclassroomandrecognisingandrespectingindividualdifferencesof classmembers.Studentsrecognisetheirlearningpreferencesandneedsandrespectthatthesemaydifferfromthoseof others.Theydevelopconfidenceinmakinginformeddecisionsabouttheirlearning.
Managingpersonallearning
TheManagingpersonallearningdimensionfocusesontheknowledge,skillsandbehavioursrequiredtoenablesuccessful managementofpersonallearning.Studentsdevelopskillsingoalsettingandtimeandresourcemanagementandfocuson taskachievement.Theyincreasinglydeveloptheskillstoworkindependently,becomingautonomouslearners.Students developstrategiestomanagetheiremotionsanddeveloppositiveattitudestowardslearning.
StagesofLearninginPersonalLearning
AusVELStakeaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearningis acontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearninginthePersonalLearningdomain. PersonalLearningincorporatesskillsandbehavioursthatallowstudentstotakecontroloftheirownlearningatschool.As studentsprogressthroughschooltheydevelopasindividuallearnersunderstandingwhotheyareaslearners,seeking andrespondingappropriatelytofeedbackfrompeersandteachers,settinggoalsandmanagingresources,andenacting learningvaluesinandbeyondschool. FoundationtoLevel4Layingthefoundations Atthisstageoflearningstudentsaregivenopportunitiestoexploreandpractiseskillsandbehavioursthatsupportlearning:
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learningtocopewithaneducationalenvironmentbecomingresilientinthefaceofdaytodaychallenges
Personal Learning
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developingselfefficacyskillsthatgivethemtheattitudeandconfidencetopersistinthelearningprocess developingthemotivationandattitudestocontinueseekingsupport.
Teachersneedtostructuretasksintomanageableparts,ensureinstructionsareclearlyunderstoodandprovideappropriate resources.Teacherscanidentifytalentanddevelopasenseofcompetenceinalllearnersbyprovidingopportunitiesfor studentstousetheirstrengthsandexperience,andshowingthatdifferencesbetweenindividualsarevalued. Studentsbegintoidentifyanddiscusspatterns,forexample,sequences,rulesandexceptionstorules,causeandeffect. Theystarttodiscriminatebetweenthequalitiesofinformation.Teachersneedtoprovideassistancewithlearning,for example,bydirectingstudentsattention,structuringtheirexperiences,supportingtheirefforts,andregulatingthecomplexity anddifficultyoflevelsofinformation.Studentsneedtimetolearncomplexsubjectmatter,andtoknowhowandwhentoapply knowledge.Theyneedopportunitiestoelaborateandorganiseinformation,andtotransformitintomeaningfulknowledge thatcanbeusedfordifferentpurposesandcontexts. Studentstakeadvantageoftheirstrengthsandabilitiestodevelopanaspectofalesson,oractivelyparticipateingroupwork, suchasstudentledprojects,thatprovideopportunitiestoexperimentanddiscusssolutions. Studentsdevelopskillsandbehavioursforlearningeffectivelywithpeers,includinginterpersonalandreflectiveskillsthat encouragethemtocollaboratewiththeirpeersinthelearningprocess.Theylearntodirectappropriatequestionstotheir peers,listen,observeandpractisewithpeers,andgiveandreceivefeedback.Throughparticipationingroups,students recognisethebenefitsofcollaborativelearning. Studentsbegintomonitortheirownlearningandbecomeawarethatlearningisacontinuousprocessandthat,forlearning tohavedepth,theprocessesareappropriatetothetask.Sometaskswillrequireexpedience,whileotherrequireavarietyof strategiesandquestions.Inthelattercase,teachersshouldencouragestudentstoexperimentandexplore,ratherthanrace tocomplete. Studentsbecomeawareofhowtheyfeelaboutlearningtheylearnhowtoexpressandexplaintheirfeelingsaboutlearning, managetheirfeelingsinpursuitofgoals,anddevelopattitudesandskillsthatencouragethemtoenjoylearning.Learning shouldbeapproachedasapartnershipbetweenhome,teacherandstudent,providingconsistentmessagesaboutthe valueoflearning,andmodellingpositivestrategiesforlearning. Studentsbegintodevelopanawarenessoftheirlearningstrengthsandweaknesses,thestylesandstrategiesthattheyfind mosthelpful,andthosethatrequireimprovement.Theyplanandcompletemanageabletasks.Theyexplorehowdifferent stylesmaybeappliedindifferentlearningsituations,determinewhentheseareappropriate,andapplythem. Studentsdevelophabitsthatensuretheywillaskquestions,reflect,organise,andsetgoals.Beingreflectiveimprovesthe qualityoflearning,sincelearningwithunderstandingismorelikelytopromotetransferthanmemory. Levels5to8Buildingbreadthanddepth Whilemotivationremainsessentiallyintrinsicatthebeginningofthisstageoflearning,developingthehabitsofpositiveself talkandseekingsupportwillhelpstudentstopersistwithchallengingtasks.Attheonsetofadolescence,emotionsbecome increasinglydifficulttomanagelearningtorecogniseandmanageemotionshelpsstudentsmaintainresilientattitudesto learning.Asmotivationbecomesmoreextrinsic,studentsbegintoconsidertheirlearning.Theybegintoaskquestionsabout whytasksarerelevanttotheirfuturelifegoals.
Personal Learning
Thedevelopmentoftheprefrontalcortexcriticalforthedevelopmentofplanning,memory,organisation,anticipationof consequences,andthecontrollingofimpulseandmoodmodulationismostactiveduringthisstageofdevelopment. Organisationisakeyskillinthisstageoflearning.Asstudentsspecialise,theyneedanindepthgraspoftheorganising structuresorthinkingpatternsofadiscipline,aswellasfactualknowledge.Theyneedstrategiesthathelpthemto understandaproblemortaskforexample,bymakingconnectionsbetweenitandprevioustasksorproblemstheyhave solvedsuccessfully.Knowledgedeliveredinavarietyofcontextsismorelikelytobeappliedmorebroadly.Studentsdevelop amorethoughtful,flexibleapproachtoknowledgebyextractingthemesorconceptsnotonlyfactsfromit. Studentsrecognisedifferencesamongpeersandmakejudgmentsaboutdiverselearningstyles.Theydevelopanattitudeof questioning,andareabletoprovideandreceivepeerinsightsandassistance.Theycomparetheirpersonalstyleswith thoseofothers.Inacollaborativelearningenvironment,comparisonswillbeacatalystforimprovementandchange,whilein acompetitivelearningenvironment,comparisonswillstultifysomestudents. Studentsenteraperiodofuncertaintyandexperimentationwithidentity,andneedopportunitiesandsupporttoexplore differentviewsandemergingideas,andbesupportiveoftheirpeers.Theyrecognisepeeremotions,anddevelopskillsfor managinggroupsinthepursuitofmeaningfullearning. Duringthisstageoflearning,thebrainisdestroyingitsweakestconnectionsandpreservingthosethatexperience determinestobethemostusefulstudentsarehardwiringtheirpreferredlearningstylesandwillbegintoexpress preferencesforparticularlearningstylesandcontexts. Levels9to10Developingpathways Studentsremaincapableofrapidimprovementsinlearningstylesandcompetencies.Myelinationveryimportantfor developmentatthisstagecontinuesinthebrain.Myelinisthefattymaterialaroundtheaxins,orconnectors,ofthebrain cellswhichturnsimpulsesintothoughts.Itenablesstudentstocomprehendwithgreaterspeed,makecomparisonsand connectionsmorequicklyandefficiently,andbecomemoreproficientinfinemotorskillssuchasthoserequiredfordrawing andplayingmusicalinstruments. Studentsincreasinglyfocusonpeers,givingandreceivingsupport.Theyformpartnershipsandcollaboratewithgroupsin ordertofocuson,comprehendandcompletetasks.Astheybegintomakechoicesaboutworkandfutureschooling,theyare facedwithnewresponsibilitiesandchallengesthatcausestress.Theyrequireincreasinglysophisticatedcopingskillsin ordertoremainresilientlearnersinpursuitofgoals. Studentstakemoreresponsibilityfortheirlearningandtheirlearningenvironment.Theycreatealearningspaceathome, anddevelopindependentstrategiesandhabits,includingstudyplansandroutines.Studentsuseconceptualframeworksfor learning.Theyapplylogic,ethicsandcreativity.Conceptualisationismorelikelytooccurearlyinthelearningprocess.These conceptsmaythenbeappliedandtested,evaluated,anddiscardedorappliedmorebroadly. Studentsbecomeawareof,andcapableofreflectingon,thedifferencesbetweenmathematic,scientific,literary,historical andartisticlearningmethods.Theybecomeflexiblelearners,applyinganumberofapproachestounderstanding information. Bytheendofthisstage,studentswillhavegenericskillssuchascollectingrelevantinformation,researching,questioning, usingcreativityandanalysis,rehearsing,elaborating,organising,judgingandapplying.Theywillhavedevelopedthecapacity toplanandapplythesegenericskillstoenhancelearningacrossavarietyofdomains.Teacherscanenhancelearningby providingopportunitiesforstudentparticipationinprojectsthatoccuroverextendedperiodsandarelearnerdirected. Studentswillbeabletoconstructaplannedlearningframeworkthatallowsatasktobesuccessfullycompleted.
Personal Learning
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinPersonalLearning,theyexperiencediverse approachesandresponsestolearning.Withteachersupport,theymakelinkswiththeirexistingexperiencesanddevelop theviewthatlearningisexploratory,funandrewarding. Studentsbegintoreflectonthemselvesaslearners,inparticularontheirfeelingsaboutlearning,byrespondingtoopen endedstatementssuchasImproudofthisbecause,andusingvisualaidsthatillustratetheirresponsestolearning, suchashappyandunhappyfaces.Theyalsoreflectontheirownlearningbyrespondingtopromptssuchas,Whatdo youknownowthatyoudidntknowbefore? Studentsareprovidedwithopportunitiestolearnwithpeersandtosharetheirfeelingsandthoughtsaboutlearningwith others.Theybegintounderstandthatlisteningtotheresponsesofotherscanassistthemtomakesenseofnew experiencesandprovideusefulcuesfortheirownlearning.Studentsareencouragedtotakeriskswiththeirlearningand begintounderstandthatmistakescanbeavehicleforfurtherlearning. Studentsbegintotakeinitiativeaslearnersbyaskingquestionswhenneededandattemptingsmallprojects.Theybegin tosolveproblemsandcompleteworkusingtheirinitiativeasafirststepandaskingforteacherassistanceasrequired. Withsupport,studentslearntomanagetheirtimeandresourcestocompleteshorttasks.
Standards
InPersonalLearning,standardsforassessingandreportingonstudentachievementareintroducedatLevel3.The learningfocusstatementsforFoundationtoLevel2provideadviceaboutlearningexperiencesthatwillassiststudentsto worktowardstheachievementofthestandardsatLevel4.
Personal Learning
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinPersonalLearning,theyparticipateinawiderangeof learningexperienceswhichinvolveavarietyoflearningstylesandapproachestolearning.Withteachersupport,they reflectonthoseapproacheswhichtheybelievehelpthemlearnmosteffectively.Studentsbegintorecordtheirfeelings andunderstandingabouttheirlearning,respondingtopromptswhichhelpthemacknowledgetheirsuccesses,noting whereimprovementscouldbemadeandreflectingontheefforttheyputintoparticulartasks. Studentsdevelopstrategiestousewhentheyarefeelinguncertainabouttheirlearning,suchasseekingassistancefrom theirteachers.Theybegintorecognisethatlearningfrommistakesisanimportantattributeofbeingagoodlearner. Withteachersupport,studentsdevelopsimpleprotocolstoassistthemtolearneffectivelysuchaslisteningattentively. Theybegintorecognisetheircontributiontotheachievementofapositivelearningenvironmentintheclassroom. Studentsbegintotakeresponsibilityformanagingtheirtimeandresourceswithinthecontextofstructuredtasksthat haveclearoutcomesandasettimeframe.Theybegintosetshorttermgoalsrelatedtospecifictasks,suchassettinga timelimitforaparticularactivity,andtoreflectontheirachievements.
Standards
Personal Learning
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinPersonalLearning,theyparticipateinawiderangeof learningexperienceswhichinvolveavarietyoflearningstylesandapproachestolearning.Withteachersupport,they reflectonthoseapproacheswhichtheybelievehelpthemlearnmosteffectively.Studentsbegintorecordtheirfeelings andunderstandingabouttheirlearning,respondingtopromptswhichhelpthemacknowledgetheirsuccesses,noting whereimprovementscouldbemadeandreflectingontheefforttheyputintoparticulartasks. Studentsdevelopstrategiestousewhentheyarefeelinguncertainabouttheirlearning,suchasseekingassistancefrom theirteachers.Theybegintorecognisethatlearningfrommistakesisanimportantattributeofbeingagoodlearner. Withteachersupport,studentsdevelopsimpleprotocolstoassistthemtolearneffectivelysuchaslisteningattentively. Theybegintorecognisetheircontributiontotheachievementofapositivelearningenvironmentintheclassroom. Studentsbegintotakeresponsibilityformanagingtheirtimeandresourceswithinthecontextofstructuredtasksthat haveclearoutcomesandasettimeframe.Theybegintosetshorttermgoalsrelatedtospecifictasks,suchassettinga timelimitforaparticularactivity,andtoreflectontheirachievements.
Standards
Personal Learning
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinPersonalLearning,theybegintobuildonpersonal strengthsbyrecognisingstrategiesforlearningwhichhelpthemlearnmosteffectively.Withsupport,theyusetheirpast learningtoinformtheirfuturelearning,andbegintosetlearningimprovementgoals. Studentsparticipateinadiverserangeoflearningactivitiesthatallowthemtoacknowledgetheirdevelopmentas learners.Theymonitortheirlearningthroughstrategiessuchassharetimeandseekingfeedbackfromtheteacherand, whereappropriate,theirpeers. Studentslearntorecognisethevariouspositiveandnegativeemotionsthatmaybeassociatedwiththeirlearning,and thatfeelingsofuncertaintydonotequatewithaninabilitytocompleteatask.Theyexploretheimplicationsofimpulsive behaviourandidentifystrategiestheycanusetomanageimpulsiveness,suchastakingtimetothinkabouttheir opinionsbeforegivingthemandconsideringalternativeviewpointsbeforemakingavaluejudgmentaboutanidea.They developanawarenessoftheiremotionsandthecapacitytousepositiveselftalkforexample,bycompilingalistof strategiestheycanimplementwhentheyarefeelinguncertain.Throughreflectionontheirachievementsacrossarange oftasks,theybegintounderstandtherolesofpersistenceandeffortincompletingtasks.Studentsreflectontheirown behaviourintheclassroomandthepersonalvaluesthatinformthosebehaviours.Theydevelopandrespectprotocols, suchascodesofcooperation,thatpromotelearningwithpeers.Theybegintocomparetheirownvalueswiththose agreedtobytheclass. Studentsreflectontheircontributiontothecreationofapositivelearningcultureintheclassroomandrecognisethatthey maylearnwithandfrompeers. Withsupport,studentsdevelopstrategiesformanagingtheirownlearning,andidentifytheneedforresourceandtime managementincompletingshorttasks.Theybegintousevarioustools,suchaspersonaldiariesandportfolios,tohelp themreflectontheeffectivenessofthestrategiestheyuseinlearningandinrecordingandcommentingontask outcomes.Theylearntosetsimplegoalsforfuturelearningsuchastopractiseaspecificskill.Theybegintoreview theirworktocheckforaccuracy.
Standards
Personal Learning
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinPersonalLearning,theybegintobuildonpersonal strengthsbyrecognisingstrategiesforlearningwhichhelpthemlearnmosteffectively.Withsupport,theyusetheirpast learningtoinformtheirfuturelearning,andbegintosetlearningimprovementgoals. Studentsparticipateinadiverserangeoflearningactivitiesthatallowthemtoacknowledgetheirdevelopmentas learners.Theymonitortheirlearningthroughstrategiessuchassharetimeandseekingfeedbackfromtheteacherand, whereappropriate,theirpeers. Studentslearntorecognisethevariouspositiveandnegativeemotionsthatmaybeassociatedwiththeirlearning,and thatfeelingsofuncertaintydonotequatewithaninabilitytocompleteatask.Theyexploretheimplicationsofimpulsive behaviourandidentifystrategiestheycanusetomanageimpulsiveness,suchastakingtimetothinkabouttheir opinionsbeforegivingthemandconsideringalternativeviewpointsbeforemakingavaluejudgmentaboutanidea.They developanawarenessoftheiremotionsandthecapacitytousepositiveselftalkforexample,bycompilingalistof strategiestheycanimplementwhentheyarefeelinguncertain.Throughreflectionontheirachievementsacrossarange oftasks,theybegintounderstandtherolesofpersistenceandeffortincompletingtasks.Studentsreflectontheirown behaviourintheclassroomandthepersonalvaluesthatinformthosebehaviours.Theydevelopandrespectprotocols, suchascodesofcooperation,thatpromotelearningwithpeers.Theybegintocomparetheirownvalueswiththose agreedtobytheclass. Studentsreflectontheircontributiontothecreationofapositivelearningcultureintheclassroomandrecognisethatthey maylearnwithandfrompeers. Withsupport,studentsdevelopstrategiesformanagingtheirownlearning,andidentifytheneedforresourceandtime managementincompletingshorttasks.Theybegintousevarioustools,suchaspersonaldiariesandportfolios,tohelp themreflectontheeffectivenessofthestrategiestheyuseinlearningandinrecordingandcommentingontask outcomes.Theylearntosetsimplegoalsforfuturelearningsuchastopractiseaspecificskill.Theybegintoreview theirworktocheckforaccuracy.
Standards
AtLevel4,studentsdescribethefactorsthataffectlearningandidentifystrategiesthatwillenhancetheirownlearning. Withsupport,theyidentifytheirlearningstrengthsandweaknessesandlearninghabitsthatimprovelearningoutcomes. Theyseekteacherfeedbacktodeveloptheircontentknowledgeandunderstanding.Theymakeandjustifysome decisionsabouttheirlearningand,withsupport,setlearningimprovementgoals.Theycontributetothedevelopmentof protocolsthatcreateapositivelearningenvironmentintheclassroom. Managingpersonallearning
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Personal Learning
AtLevel4,studentssetshortterm,achievablegoalsinrelationtospecifictasks.Theycompleteshorttasksbyplanning andallocatingappropriatetimeandresources.Theyundertakesomemultistep,extendedtasksindependently.They commentontaskprogressandachievements.Theymanagetheirfeelingsinpursuitofgoalsanddemonstrateapositive attitudetowardstheirlearning.
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Personal Learning
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinPersonalLearning,theyexploreindividualstrategies andskillsthatassistintheirlearning,suchastheuseofTchartstodevelopeffectivelisteningskillsandconceptwebsto linkideas.Withsupport,theyconsiderarangeofapproachestolearningandreflectonhowtheapproachestheyuse influencethequalityoftheirlearning.Theyexplorelearningstyleswhichmaynotbetheirpreferredstyleandconsiderwhy suchexperimentationisanimportantaspectoftheirlearning. Studentsseekanduseteacherfeedbacktodeveloptheircontentknowledgeandunderstandingandreflectonhowtheir priorknowledgehaschanged.Theyexplorehowpersonalvalues,perspectivesandattitudescontributetothe developmentofcontentknowledgeandunderstanding. Theyidentifythemanycontextsinwhichlearningoccursbothwithinschool(suchaslearningactivitiesintheclassroom, anddevelopingphysicalskillsintheplaygroundorthroughextracurricularsportingactivities)andbeyondschool(suchas readingabookathome,visitinganaquariumorexploringphysicalfeaturesoflocalenvironments). Inselectedreflectiveactivities,studentsexploretheimpactofvariousemotionsontheirlearningandtheylearnto maintainapositiveattitude.Theyconsidertheimpactofimpulsivebehaviourinthemselvesandothersontheirlearning andimplementstrategiesformanagingtheirownimpulsivebehaviourforexample,ensuringtheyunderstanddirections fully,anddevelopingaplanorstrategyforaddressingissuesthatarise.Theydiscussthevalueofpersistenceandeffort, andreflectonhowthesequalitiesaffecttheirlearning.Asaclassoringroups,studentsrecognisetheirresponsibilities formanagingtheirlearning,suchasstayingfocusedandontask. Throughparticipationinavarietyofgroupandwholeclassactivities,studentsbegintoarticulatetheadvantagesof learningeffectivelywith,andfrom,theirpeers.Theyseekfeedbackfrompeersandconsiderthevalidityofthefeedback theyreceive.Theyidentifythevaluesthatunderpinthecreationofaclassroomenvironmentthatwillsupportthelearning ofallstudentssuchasrespect,equityandinclusion. Studentsdevelop,justifyandmonitortheirownlearninggoals.Theylearntoapplystrategiesformanagingthe completionofbothshortandextendedtaskswithintimeframessetbytheteacherandtheyreflectonhoweffectivelythey wereabletousethesestrategies.Theyareprovidedwithopportunitiestomanageandmonitorprogressofsometasks independently,andtheycomparehowtheyundertakeindependenttasksandteacherdirectedtasks.Theyreviewtheir workforaccuracybeforepresentingitforassessment. Asstudentsprepareforthetransitiontosecondaryschool,theyreflectontheprogresstheyhavemadewiththeirlearning andsetgoalsforthefuturefocusingontheirattitudestowardsandmanagementoftheirlearning.
Standards
12
Personal Learning
Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinPersonalLearning,theyexploreindividualstrategies andskillsthatassistintheirlearning,suchastheuseofTchartstodevelopeffectivelisteningskillsandconceptwebsto linkideas.Withsupport,theyconsiderarangeofapproachestolearningandreflectonhowtheapproachestheyuse influencethequalityoftheirlearning.Theyexplorelearningstyleswhichmaynotbetheirpreferredstyleandconsiderwhy suchexperimentationisanimportantaspectoftheirlearning. Studentsseekanduseteacherfeedbacktodeveloptheircontentknowledgeandunderstandingandreflectonhowtheir priorknowledgehaschanged.Theyexplorehowpersonalvalues,perspectivesandattitudescontributetothe developmentofcontentknowledgeandunderstanding. Theyidentifythemanycontextsinwhichlearningoccursbothwithinschool(suchaslearningactivitiesintheclassroom, anddevelopingphysicalskillsintheplaygroundorthroughextracurricularsportingactivities)andbeyondschool(suchas readingabookathome,visitinganaquariumorexploringphysicalfeaturesoflocalenvironments). Inselectedreflectiveactivities,studentsexploretheimpactofvariousemotionsontheirlearningandtheylearnto maintainapositiveattitude.Theyconsidertheimpactofimpulsivebehaviourinthemselvesandothersontheirlearning andimplementstrategiesformanagingtheirownimpulsivebehaviourforexample,ensuringtheyunderstanddirections fully,anddevelopingaplanorstrategyforaddressingissuesthatarise.Theydiscussthevalueofpersistenceandeffort, andreflectonhowthesequalitiesaffecttheirlearning.Asaclassoringroups,studentsrecognisetheirresponsibilities formanagingtheirlearning,suchasstayingfocusedandontask. Throughparticipationinavarietyofgroupandwholeclassactivities,studentsbegintoarticulatetheadvantagesof learningeffectivelywith,andfrom,theirpeers.Theyseekfeedbackfrompeersandconsiderthevalidityofthefeedback theyreceive.Theyidentifythevaluesthatunderpinthecreationofaclassroomenvironmentthatwillsupportthelearning ofallstudentssuchasrespect,equityandinclusion. Studentsdevelop,justifyandmonitortheirownlearninggoals.Theylearntoapplystrategiesformanagingthe completionofbothshortandextendedtaskswithintimeframessetbytheteacherandtheyreflectonhoweffectivelythey wereabletousethesestrategies.Theyareprovidedwithopportunitiestomanageandmonitorprogressofsometasks independently,andtheycomparehowtheyundertakeindependenttasksandteacherdirectedtasks.Theyreviewtheir workforaccuracybeforepresentingitforassessment. Asstudentsprepareforthetransitiontosecondaryschool,theyreflectontheprogresstheyhavemadewiththeirlearning andsetgoalsforthefuturefocusingontheirattitudestowardsandmanagementoftheirlearning.
Standards
13
Personal Learning
AtLevel6,studentsidentify,withsupport,theirpreferredlearningstylesandusestrategiesthatpromotelearning.They monitoranddescribeprogressintheirlearninganddemonstratelearninghabitsthataddresstheirindividualneeds. Theyseekandrespondtoteacherfeedbacktodeveloptheircontentknowledgeandunderstanding.Theyidentifyand explainhowdifferentperspectivesandattitudescanaffectlearning.Theynegotiatelearningimprovementgoalsand justifythechoicestheymakeabouttheirownlearning.Studentsactivelydevelop,monitorandrefineprotocolsthatcreate apositivelearningenvironmentintheclassroom. Managingpersonallearning
AtLevel6,studentsdevelopandimplementplanstocompleteshorttermandlongtermtaskswithintimeframessetby theteacher,utilisingappropriateresources.Theyundertakesomesettasksindependently,identifyingstagesfor completion.Theydescribetaskprogressandachievements,suggestinghowoutcomesmayhavebeenimproved.They persistwhenexperiencingdifficultywithlearningtasks.Theyseekanduselearningsupportwhenneededfrompeers, teachersandotheradults.Theypractisepositiveselftalk.Theydemonstrateapositiveattitudetolearningwithinand outsidetheclassroom.
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Personal Learning
Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinPersonalLearning,theyexplorearangeofpreferred andnonpreferredlearningstrategiesandreflectonhowvariousstrategiescontributetotheirlearning,recognisingthat particularlearningtasksmayrequiredifferentstrategies.Theytakegreaterresponsibilityfortheirownlearning,making choicesanddecisionsabouttheirlearningandconsideringtheirstrengthsandweaknesses. Withsupport,studentsidentifydifficultiesintheirunderstandingofnewmaterialanddeveloparangeofstrategiestoaid comprehensionandunderstanding.Theyusefeedbackfromteachersandotheradultsbeyondtheschoolcontextto expandtheircontentknowledge,makinguseoflearningopportunitieswithintheschoolsuchasspecialistmusicor technologyfacilitiesandguestspeakers,andoutsidetheschoolsuchasexperientialworkshopsandspecialist laboratories.Studentsmonitortheirlearningandstudyhabitsandusethisinformationtoworkwiththeteachertoset learninggoals.Theyidentifytheattributesofeffectivelearners,suchasrisktaking,persistenceandflexibility,anduse thesecriteriatoevaluatetheirgrowthaslearners. Studentsunderstand,appreciateandmonitortheimpactofdifferingemotionsontheirlearning.Theymanageimpulsive behaviourbyconsideringalternativecoursesofactioninresponsetoanideaorproblemandpossibleconsequences. Theydeveloptheirunderstandingofthevalueofpersistence,byexploringtherelationshipbetweeneffortand performance,usingboththeirownexperiencesandthoseofothersincludingtheirpeersandpeoplewhohavemade significantcontributionstosociety.Theyidentifyandemploystrategiesformaintainingapositiveattitude. Studentsreflectontheethicalaspectsofdealingwithotherssuchasbeinghonestandencouragingfreedomofchoice, andtheadvantagesofactingresponsiblyinsocialandlearningsituations.Theydeveloptheirskillsinlearningwithand fromtheirpeers.Theybegintotakeresponsibilityforthedevelopmentandmaintenanceofapositivelearning environmentwithinandoutsidetheclassroom,recognisingthatindividualshavedifferentneeds,opinionsandgoalsand thatcompromisesmustbereachedindeterminingacceptablegroupbehaviours. Studentspractisesettingshorttermandlongtermgoals,prioritisingtheiravailabletimeanddevelopingstrategiesfor monitoringtheirprogresstowardsgoalachievement.Theyundertakearangeoftasksandmonitor,evaluateandrefine theirmanagementstrategies.Theyreflectontheirstudyandrevisionstrategiesanddevelopandusecriteriatoevaluate theirwork.
Standards
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Personal Learning
Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinPersonalLearning,theyexplorearangeofpreferred andnonpreferredlearningstrategiesandreflectonhowvariousstrategiescontributetotheirlearning,recognisingthat particularlearningtasksmayrequiredifferentstrategies.Theytakegreaterresponsibilityfortheirownlearning,making choicesanddecisionsabouttheirlearningandconsideringtheirstrengthsandweaknesses. Withsupport,studentsidentifydifficultiesintheirunderstandingofnewmaterialanddeveloparangeofstrategiestoaid comprehensionandunderstanding.Theyusefeedbackfromteachersandotheradultsbeyondtheschoolcontextto expandtheircontentknowledge,makinguseoflearningopportunitieswithintheschoolsuchasspecialistmusicor technologyfacilitiesandguestspeakers,andoutsidetheschoolsuchasexperientialworkshopsandspecialist laboratories.Studentsmonitortheirlearningandstudyhabitsandusethisinformationtoworkwiththeteachertoset learninggoals.Theyidentifytheattributesofeffectivelearners,suchasrisktaking,persistenceandflexibility,anduse thesecriteriatoevaluatetheirgrowthaslearners. Studentsunderstand,appreciateandmonitortheimpactofdifferingemotionsontheirlearning.Theymanageimpulsive behaviourbyconsideringalternativecoursesofactioninresponsetoanideaorproblemandpossibleconsequences. Theydeveloptheirunderstandingofthevalueofpersistence,byexploringtherelationshipbetweeneffortand performance,usingboththeirownexperiencesandthoseofothersincludingtheirpeersandpeoplewhohavemade significantcontributionstosociety.Theyidentifyandemploystrategiesformaintainingapositiveattitude. Studentsreflectontheethicalaspectsofdealingwithotherssuchasbeinghonestandencouragingfreedomofchoice, andtheadvantagesofactingresponsiblyinsocialandlearningsituations.Theydeveloptheirskillsinlearningwithand fromtheirpeers.Theybegintotakeresponsibilityforthedevelopmentandmaintenanceofapositivelearning environmentwithinandoutsidetheclassroom,recognisingthatindividualshavedifferentneeds,opinionsandgoalsand thatcompromisesmustbereachedindeterminingacceptablegroupbehaviours. Studentspractisesettingshorttermandlongtermgoals,prioritisingtheiravailabletimeanddevelopingstrategiesfor monitoringtheirprogresstowardsgoalachievement.Theyundertakearangeoftasksandmonitor,evaluateandrefine theirmanagementstrategies.Theyreflectontheirstudyandrevisionstrategiesanddevelopandusecriteriatoevaluate theirwork.
Standards
AtLevel8,studentsmonitoranddescribetheirprogressaslearners,identifyingtheirstrengthsandweaknessesand takingactionstoaddresstheirweaknesses.Theyidentifyavarietyoflearninghabitsandadoptthosewhichassisttheir learning.Theyidentify,selectanduseanexpandedrepertoireoflearningstrategiesappropriatetoparticulartasks.They seekandrespondtofeedbackfrompeers,teachersandotheradultsandexplainhowtheirideashavechangedto developandrefinetheircontentknowledgeandunderstanding.
16
Personal Learning
Studentsdemonstrateanawarenessofdifferentculturalandsocietalbeliefs,valuesandpractices,identifyingand discussingtheeffectofethicalissuesonlearningandworkingwithothers.Withsupport,studentsdeterminelearning improvementgoals,justifyingtheirdecisionsandmakingappropriatemodificationsasnecessary.Theyconsiderboth theirownandothersneedswhenmakingdecisionsaboutsuitablelearningprocessesandthecreationofpositive learningenvironmentswithinandoutsidetheclassroom. Managingpersonallearning
AtLevel8,studentssetrealisticshorttermandlongtermlearninggoalswithinavarietyoftasksanddescribetheir progresstowardsachievingthese.Theycompletecompetingshort,extendedandgrouptaskswithinsettimeframes, prioritisingtheiravailabletime,utilisingappropriateresourcesanddemonstratingmotivation.Theyinitiateandundertake sometasksindependently,withinnegotiatedtimeframes.Theyreviewtheeffectivenessofthemanagementoftasks, identifyingsuccessesandsuggestingstrategiesthatwouldimproveoutcomes.Theydevelopandusecriteriatoevaluate theirwork,andusethesecriteriatomakeappropriaterefinements.Theydemonstrateapositiveandstructuredapproach tolearning,identifyingandusingeffectivestrategiesthatassistwithstudy,bothatschoolandathome.
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Personal Learning
Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinPersonalLearning,theydemonstrateincreasing independenceinthecompletionoftasksastheyworktowardsbecomingautonomouslearners.Theyparticipatein reflectiveactivitiesthatenablethemtoconsidertheprogresstheyaremakingwiththeirlearningandtoacknowledgetheir potentialforlearningbeyondthepostcompulsoryschoolyears. Studentsareencouragedtouseappropriatestrategiestomaximisetheirlearninginarangeofcontextsandtoreview andrefinetheirstudyhabits.Theycompleteprojectsthatrequirethemtoworkbothindependentlyandaspartofateam, andareactivelyencouragedbytheirteacherstoinitiatelearnerdirectedprojects. Usinganethicalframework,studentsaddressambiguousandhypotheticalsituationsandgaininsightsandskillsfor exploringconflictsanddilemmas.Theycontroltheiremotions,understandingthenegativeimpactofmoodswingsand impulsivebehaviouronlearningandbehaviour.Theyparticipateinactivitiesthatrequirethemtomakeinformedand responsiblechoices,consideringtheimpactonthemselvesandotherstheymay,forexample,explorechoicesfortheir futurepathways.Theyareproactiveincontributingtothecreationofpositivelearningenvironments,withtheexpectation thatlearningcontinuesbeyondthepostcompulsoryschoolyears. Studentsinitiateandnegotiatelongtermgoals,recognisingtheconstraintsofcompetingneedsandpriorities,and acknowledgingtheneedforresponsiblerisktakinginsomesituations.Theyworkwiththeirteacheroramentorto developmeasuresforevaluatingachievementofgoals.Theyselectfromtherangeofplanningandorganisationalskills andprocessestheyhavedeveloped,andusethosewhichbestmeettheneedsofparticulartasks.Theydeveloptheir timemanagement,resourcemanagementandtaskcompletionstrategies,byundertakinglearnerdirectedprojects whicharerelatedtotheirareasofinterestandfuturepathways.Theyuse,evaluateandmodifythecriteriatheyuseto checkthattheirworkisrelevant,accurateandmeetstaskobjectives.Studentsreviewandamend,asappropriate,their studyandrevisionstrategies.
Standards
18
Personal Learning
Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinPersonalLearning,theydemonstrateincreasing independenceinthecompletionoftasksastheyworktowardsbecomingautonomouslearners.Theyparticipatein reflectiveactivitiesthatenablethemtoconsidertheprogresstheyaremakingwiththeirlearningandtoacknowledgetheir potentialforlearningbeyondthepostcompulsoryschoolyears. Studentsareencouragedtouseappropriatestrategiestomaximisetheirlearninginarangeofcontextsandtoreview andrefinetheirstudyhabits.Theycompleteprojectsthatrequirethemtoworkbothindependentlyandaspartofateam, andareactivelyencouragedbytheirteacherstoinitiatelearnerdirectedprojects. Usinganethicalframework,studentsaddressambiguousandhypotheticalsituationsandgaininsightsandskillsfor exploringconflictsanddilemmas.Theycontroltheiremotions,understandingthenegativeimpactofmoodswingsand impulsivebehaviouronlearningandbehaviour.Theyparticipateinactivitiesthatrequirethemtomakeinformedand responsiblechoices,consideringtheimpactonthemselvesandotherstheymay,forexample,explorechoicesfortheir futurepathways.Theyareproactiveincontributingtothecreationofpositivelearningenvironments,withtheexpectation thatlearningcontinuesbeyondthepostcompulsoryschoolyears. Studentsinitiateandnegotiatelongtermgoals,recognisingtheconstraintsofcompetingneedsandpriorities,and acknowledgingtheneedforresponsiblerisktakinginsomesituations.Theyworkwiththeirteacheroramentorto developmeasuresforevaluatingachievementofgoals.Theyselectfromtherangeofplanningandorganisationalskills andprocessestheyhavedeveloped,andusethosewhichbestmeettheneedsofparticulartasks.Theydeveloptheir timemanagement,resourcemanagementandtaskcompletionstrategies,byundertakinglearnerdirectedprojects whicharerelatedtotheirareasofinterestandfuturepathways.Theyuse,evaluateandmodifythecriteriatheyuseto checkthattheirworkisrelevant,accurateandmeetstaskobjectives.Studentsreviewandamend,asappropriate,their studyandrevisionstrategies.
Standards
AtLevel10,studentsworkindependentlytoimplementarangeofstrategies,asappropriate,tomaximisetheirlearning. Theymonitorandreflectonanddiscusstheirprogressasautonomouslearners,identifyingareasforimprovementin theirlearningandimplementingactionstoaddressthem.Studentsseekandrespondtofeedbackfrompeers,teachers andotheradultstodevelopandrefinetheircontentknowledgeandunderstanding,identifyingareasforfurther investigation.Theyevaluatetheeffectivenessoftheirlearningstrategies,studytechniquesandlearninghabits,andmake appropriatemodifications.Theyidentifytheirinterests,strengthsandweaknessesandusethesetodeterminefuture learningneeds,especiallyinrelationtothepostcompulsorypathways. Studentsidentifytheethicalframeworksthatunderpintheirownandothersbeliefsandvaluesanddescribehowthe conflictsanddilemmastheyidentifymayaffectlearning.Theydetermine,monitorandmodifylearningimprovement goals,takingintoaccountcurrentandfuturelearningneeds.Theydeterminethefactorsthatcontributetothecreationof positivelearningenvironmentsandestablish,followandmonitorprotocolsforavarietyoflearningsituations. Managingpersonallearning
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Personal Learning
AtLevel10,studentsinitiatepersonalshorttermandlongtermlearninggoalsandnegotiateappropriatecoursesof actiontoachievethem.Studentsallocateappropriatetimeandidentifyandutiliseappropriateresourcestomanage competingprioritiesandcompletetasks,includinglearnerdirectedprojects,withinsettimeframes.Theyinitiateand negotiatearangeofindependentactivitieswiththeirteachers,providingprogressandsummativereportsforteachers andstakeholders.Theymonitorandevaluatetheeffectivenessoftheirtaskandresourcemanagementskills,reflecting ontheirprogressandsuggestingandimplementingappropriatemanagementstrategiesforimprovement.Theytake responsibilityfortheirlearningenvironments,bothatschoolandathome,anticipatingtheconsequencesoftheiractions. Theydemonstratecontrolofimpulsesandmoodmodulation.Studentsreviewandmodifythecriteriatheyusetocheck thattheirworkisrelevant,accurateandmeetstaskobjectivesandmakeappropriatechangestocompletedtasksusing thesecriteria.Theyidentifyandrefinethestrategiestheyusetostudy,organiseandrevisetheirwork,bothatschooland athome.
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Science
TableofContents Overview RationaleandAims Contentstructure Theoverarchingideas ScienceacrossFoundationtoLevel10 Achievementstandards Diversityoflearners Crosscurriculumpriorities CurriculumF10 FoundationLevel Level1 Level2 Level3 Level4 Level5 Level6 Level7 Level8 Level9 Level10
2 2 2 6 7 9 9 10 13 13 15 18 22 25 29 33 38 44 50 56
Science
Rationale
Scienceprovidesanempiricalwayofansweringinterestingandimportantquestionsaboutthebiological,physicaland technologicalworld.Theknowledgeitproduceshasprovedtobeareliablebasisforactioninourpersonal,socialand economiclives.Scienceisadynamic,collaborativeandcreativehumanendeavourarisingfromourdesiretomakesenseof ourworldthroughexploringtheunknown,investigatinguniversalmysteries,makingpredictionsandsolvingproblems. Scienceaimstounderstandalargenumberofobservationsintermsofamuchsmallernumberofbroadprinciples.Science knowledgeiscontestableandisrevised,refinedandextendedasnewevidencearises. TheAustralianCurriculum:Scienceprovidesopportunitiesforstudentstodevelopanunderstandingofimportantscience conceptsandprocesses,thepracticesusedtodevelopscientificknowledge,ofsciencescontributiontoourcultureand society,anditsapplicationsinourlives.Thecurriculumsupportsstudentstodevelopthescientificknowledge, understandingsandskillstomakeinformeddecisionsaboutlocal,nationalandglobalissuesandtoparticipate,iftheyso wish,insciencerelatedcareers. Inadditiontoitspracticalapplications,learningscienceisavaluablepursuitinitsownright.Studentscanexperiencethejoy ofscientificdiscoveryandnurturetheirnaturalcuriosityabouttheworldaroundthem.Indoingthis,theydevelopcriticaland creativethinkingskillsandchallengethemselvestoidentifyquestionsanddrawevidencebasedconclusionsusingscientific methods.Thewiderbenefitsofthisscientificliteracyarewellestablished,includinggivingstudentsthecapabilityto investigatethenaturalworldandchangesmadetoitthroughhumanactivity. Thesciencecurriculumpromotessixoverarchingideasthathighlightcertaincommonapproachestoascientificviewofthe worldandwhichcanbeappliedtomanyoftheareasofscienceunderstanding.Theseoverarchingideasarepatterns,order andorganisationformandfunctionstabilityandchangesystemsscaleandmeasurementandmatterandenergy.
Aims
TheAustralianCurriculum:Scienceaimstoensurethatstudentsdevelop:
l
aninterestinscienceasameansofexpandingtheircuriosityandwillingnesstoexplore,askquestionsaboutand speculateonthechangingworldinwhichtheylive anunderstandingofthevisionthatscienceprovidesofthenatureoflivingthings,oftheEarthanditsplaceinthe cosmos,andofthephysicalandchemicalprocessesthatexplainthebehaviourofallmaterialthings anunderstandingofthenatureofscientificinquiryandtheabilitytousearangeofscientificinquirymethods,including questioningplanningandconductingexperimentsandinvestigationsbasedonethicalprinciplescollectingand analysingdataevaluatingresultsanddrawingcritical,evidencebasedconclusions anabilitytocommunicatescientificunderstandingandfindingstoarangeofaudiences,tojustifyideasonthebasisof evidence,andtoevaluateanddebatescientificargumentsandclaims anabilitytosolveproblemsandmakeinformed,evidencebaseddecisionsaboutcurrentandfutureapplicationsof sciencewhiletakingintoaccountethicalandsocialimplicationsofdecisions anunderstandingofhistoricalandculturalcontributionstoscienceaswellascontemporaryscienceissuesand activitiesandanunderstandingofthediversityofcareersrelatedtoscience asolidfoundationofknowledgeofthebiological,chemical,physical,Earthandspacesciences,includingbeingableto selectandintegratethescientificknowledgeandmethodsneededtoexplainandpredictphenomena,toapplythat understandingtonewsituationsandevents,andtoappreciatethedynamicnatureofscienceknowledge.
Contentstructure
Science
TheAustralianCurriculum:Sciencehasthreeinterrelatedstrands:ScienceUnderstanding,ScienceasaHumanEndeavour andScienceInquirySkills. Together,thethreestrandsofthesciencecurriculumprovidestudentswithunderstanding,knowledgeandskillsthrough whichtheycandevelopascientificviewoftheworld.Studentsarechallengedtoexplorescience,itsconcepts,natureand usesthroughclearlydescribedinquiryprocesses.
ScienceUnderstanding
Scienceunderstandingisevidentwhenapersonselectsandintegratesappropriatescienceknowledgetoexplainand predictphenomena,andappliesthatknowledgetonewsituations.Scienceknowledgereferstofacts,concepts,principles, laws,theoriesandmodelsthathavebeenestablishedbyscientistsovertime. TheScienceUnderstandingstrandcomprisesfoursubstrands.Thecontentisdescribedbylevel.
Biologicalsciences
Thebiologicalsciencessubstrandisconcernedwithunderstandinglivingthings.Thekeyconceptsdevelopedwithinthis substrandarethat:adiverserangeoflivingthingshaveevolvedonEarthoverhundredsofmillionsofyearslivingthingsare interdependentandinteractwitheachotherandtheirenvironmentandtheformandfeaturesoflivingthingsarerelatedtothe functionsthattheirbodysystemsperform.Throughthissubstrand,studentsinvestigatelivingthings,includinganimals, plants,andmicroorganisms,andtheirinterdependenceandinteractionswithinecosystems.Theyexploretheirlifecycles, bodysystems,structuraladaptationsandbehaviours,howthesefeaturesaidsurvival,andhowtheircharacteristicsare inheritedfromonegenerationtothenext.Studentsareintroducedtothecellasthebasicunitoflifeandtheprocessesthat arecentraltoitsfunction.
Chemicalsciences
Thechemicalsciencessubstrandisconcernedwithunderstandingthecompositionandbehaviourofsubstances.Thekey conceptsdevelopedwithinthissubstrandarethat:thechemicalandphysicalpropertiesofsubstancesaredeterminedby theirstructureatanatomicscaleandthatsubstanceschangeandnewsubstancesareproducedbyrearrangingatoms throughatomicinteractionsandenergytransfer.Inthissubstrand,studentsclassifysubstancesbasedontheirproperties, suchassolids,liquidsandgases,ortheircomposition,suchaselements,compoundsandmixtures.Theyexplorephysical changessuchaschangesofstateanddissolving,andinvestigatehowchemicalreactionsresultintheproductionofnew substances.Studentsrecognisethatallsubstancesconsistofatomswhichcancombinetoformmolecules,andchemical reactionsinvolveatomsbeingrearrangedandrecombinedtoformnewsubstances.Theyexploretherelationshipbetween thewayinwhichatomsarearrangedandthepropertiesofsubstances,andtheeffectofenergytransfersonthese arrangements.
Earthandspacesciences
TheEarthandspacesciencessubstrandisconcernedwithEarthsdynamicstructureanditsplaceinthecosmos.Thekey conceptsdevelopedwithinthissubstrandarethat:EarthispartofasolarsystemthatispartofalargeruniverseandEarth issubjecttochangewithinandonitssurface,overarangeoftimescalesasaresultofnaturalprocessesandhumanuseof resources.Throughthissubstrand,studentsviewEarthaspartofasolarsystem,whichispartofagalaxy,whichisoneof manyintheuniverseandexploretheimmensescalesassociatedwithspace.TheyexplorehowchangesonEarth,suchas dayandnightandtheseasonsrelatetoEarthsrotationanditsorbitaroundthesun.Studentsinvestigatetheprocessesthat resultinchangetoEarthssurface,recognisingthatEarthhasevolvedover4.5billionlevelsandthattheeffectofsomeof theseprocessesisonlyevidentwhenviewedoverextremelylongtimescales.Theyexplorethewaysinwhichhumansuse resourcesfromtheEarthandappreciatetheinfluenceofhumanactivityonthesurfaceoftheEarthandtheatmosphere.
Physicalsciences
Science
Thephysicalsciencessubstrandisconcernedwithunderstandingthenatureofforcesandmotion,andmatterandenergy. Thetwokeyconceptsdevelopedwithinthissubstrandarethat:forcesaffectthebehaviourofobjectsandthatenergycanbe transferredandtransformedfromoneformtoanother.Throughthissubstrandstudentsgainanunderstandingofhowan objectsmotion(direction,speedandacceleration)isinfluencedbyarangeofcontactandnoncontactforcessuchas friction,magnetism,gravityandelectrostaticforces.Theydevelopanunderstandingoftheconceptofenergyandhowenergy transferisassociatedwithphenomenainvolvingmotion,heat,sound,lightandelectricity.Theyappreciatethatconceptsof force,motion,matterandenergyapplytosystemsranginginscalefromatomstotheuniverseitself.
ScienceasaHumanEndeavour
Throughscience,humansseektoimprovetheirunderstandingandexplanationsofthenaturalworld.Scienceinvolvesthe constructionofexplanationsbasedonevidenceandscienceknowledgecanbechangedasnewevidencebecomes available.Scienceinfluencessocietybyposing,andrespondingto,socialandethicalquestions,andscientificresearchis itselfinfluencedbytheneedsandprioritiesofsociety.Thisstrandhighlightsthedevelopmentofscienceasauniquewayof knowinganddoing,andtheroleofscienceincontemporarydecisionmakingandproblemsolving.Itacknowledgesthatin makingdecisionsaboutsciencepracticesandapplications,ethicalandsocialimplicationsmustbetakenintoaccount.This strandalsorecognisesthatscienceadvancesthroughthecontributionsofmanydifferentpeoplefromdifferentculturesand thattherearemanyrewardingsciencebasedcareerpaths. ThecontentintheScienceasaHumanEndeavourstrandisdescribedintwolevelbands.Therearetwosubstrandsof ScienceasaHumanEndeavour.Theseare: Natureanddevelopmentofscience:Thissubstranddevelopsanappreciationoftheuniquenatureofscienceandscientific knowledge,includinghowcurrentknowledgehasdevelopedovertimethroughtheactionsofmanypeople. Useandinfluenceofscience:Thissubstrandexploreshowscienceknowledgeandapplicationsaffectpeopleslives, includingtheirwork,andhowscienceisinfluencedbysocietyandcanbeusedtoinformdecisionsandactions.
ScienceInquirySkills
Scienceinquiryinvolvesidentifyingandposingquestionsplanning,conductingandreflectingoninvestigationsprocessing, analysingandinterpretingevidenceandcommunicatingfindings.Thisstrandisconcernedwithevaluatingclaims, investigatingideas,solvingproblems,drawingvalidconclusionsanddevelopingevidencebasedarguments. Scienceinvestigationsareactivitiesinwhichideas,predictionsorhypothesesaretestedandconclusionsaredrawnin responsetoaquestionorproblem.Investigationscaninvolvearangeofactivities,includingexperimentaltesting,fieldwork, locatingandusinginformationsources,conductingsurveys,andusingmodellingandsimulations.Thechoiceofthe approachtakenwilldependonthecontextandsubjectoftheinvestigation. Inscienceinvestigations,collectionandanalysisofdataandevidenceplayamajorrole.Thiscaninvolvecollectingor extractinginformationandreorganisingdataintheformoftables,graphs,flowcharts,diagrams,prose,keys,spreadsheets anddatabases. ThecontentintheScienceInquirySkillsstrandisdescribedintwolevelbands.TherearefivesubstrandsofScience InquirySkills.Theseare: Questioningandpredicting:Identifyingandconstructingquestions,proposinghypothesesandsuggestingpossible outcomes.
Science
Planningandconducting:Makingdecisionsregardinghowtoinvestigateorsolveaproblemandcarryingoutan investigation,includingthecollectionofdata. Processingandanalysingdataandinformation:Representingdatainmeaningfulandusefulwaysidentifyingtrends, patternsandrelationshipsindata,andusingthisevidencetojustifyconclusions. Evaluating:Consideringthequalityofavailableevidenceandthemeritorsignificanceofaclaim,propositionorconclusion withreferencetothatevidence. Communicating:Conveyinginformationorideastoothersthroughappropriaterepresentations,texttypesandmodes.
Relationshipbetweenthestrands
Inthepracticeofscience,thethreestrandsofScienceUnderstanding,ScienceasaHumanEndeavourandScienceInquiry Skillsarecloselyintegratedtheworkofscientistsreflectsthenatureanddevelopmentofscience,isbuiltaroundscientific inquiryandseekstorespondtoandinfluencesocietysneeds.Studentsexperiencesofschoolscienceshouldmirrorand connecttothismultifacetedviewofscience. Toachievethis,thethreestrandsoftheAustralianCurriculum:Scienceshouldbetaughtinanintegratedway.Thecontent descriptionsofthethreestrandshavebeenwrittensothatateachlevelthisintegrationispossible.Intheearlierlevels,the NatureanddevelopmentofsciencesubstrandwithintheScienceasaHumanEndeavourstrandfocusesonscientific inquiry.Thisenablesstudentstomakeclearconnectionsbetweentheinquiryskillsthattheyarelearningandtheworkof scientists.Asstudentsprogressthroughthecurriculumtheyinvestigatehowscienceunderstandinghasdeveloped, includingconsideringsomeofthepeopleandthestoriesbehindtheseadvancesinscience. Theywillalsorecognisehowthisscienceunderstandingcanbeappliedtotheirlivesandthelivesofothers.Asstudents developamoresophisticatedunderstandingoftheknowledgeandskillsofsciencetheyareincreasinglyabletoappreciate theroleofscienceinsociety.ThecontentoftheScienceUnderstandingstrandwillinformstudentsunderstandingof contemporaryissues,suchasclimatechange,useofresources,medicalinterventions,biodiversityandtheoriginsofthe universe.TheimportanceoftheseareasofsciencecanbeemphasisedthroughthecontentoftheScienceasaHuman Endeavourstrand,andstudentscanbeencouragedtoviewcontemporarysciencecriticallythroughaspectsoftheScience InquirySkillsstrand,forexamplebyanalysing,evaluatingandcommunicating.
Leveldescriptions
Leveldescriptionshavethreefunctions.Firstly,theyemphasisetheinterrelatednatureofthethreestrands,andthe expectationthatplanningascienceprogramwillinvolveintegrationofcontentfromacrossthestrands.Secondly,theyre emphasisetheoverarchingideasasappropriateforthatstageofschooling.Thirdly,theyprovideanoverviewofthecontent forthelevel.
Contentdescriptions
TheAustralianCurriculum:Scienceincludescontentdescriptionsateachlevel.Thesedescribetheknowledge,concepts, skillsandprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn.However,theydonotprescribe approachestoteaching.WhileScienceUnderstandingcontentispresentedinlevels,whenunitsofworkaredevised, attentionshouldbegiventothecoverageofcontentfromScienceInquirySkillsandScienceasaHumanEndeavourover thetwolevelband.Thecontentdescriptionsensurethatlearningisappropriatelyorderedandthatunnecessaryrepetitionis avoided.However,aconceptorskillintroducedatonelevelmayberevisited,strengthenedandextendedatlaterlevelsas needed.
Contentelaborations
Science
ContentelaborationsareprovidedforFoundationtoLevel10toillustrateandexemplifycontentandassistteachersto developacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpointsthat allstudentsneedtobetaught.
Glossary
Aglossaryisprovidedtosupportacommonunderstandingofkeytermsinthecontentdescriptions.
TheOverarchingIdeas
Thereareanumberofoverarchingideasthatrepresentkeyaspectsofascientificviewoftheworldandbridgeknowledge andunderstandingacrossthedisciplinesofscience. IntheAustralianCurriculum:Science,sixoverarchingideassupportthecoherenceanddevelopmentalsequenceofscience knowledgewithinandacrosslevels.TheoverarchingideasframethedevelopmentofconceptsintheScience Understandingstrand,supportkeyaspectsoftheScienceInquirySkillsstrandandcontributetodevelopingstudents appreciationofthenatureofscience. ThesixoverarchingideasthatframetheAustralianCurriculum:Scienceare:
Patterns,orderandorganisation
Animportantaspectofscienceisrecognisingpatternsintheworldaroundus,andorderingandorganisingphenomenaat differentscales.AsstudentsprogressfromFoundationtoLevel10,theybuildskillsandunderstandingthatwillhelpthemto observeanddescribepatternsatdifferentscales,anddevelopanduseclassificationstoorganiseeventsandphenomena andmakepredictions.Classifyingobjectsandeventsintogroups(suchassolid/liquid/gasorliving/nonliving)and developingcriteriaforthosegroupingsreliesonmakingobservationsandidentifyingpatternsofsimilarityanddifference.As studentsprogressthroughtheprimarylevels,theybecomemoreproficientinidentifyinganddescribingtherelationshipsthat underpinpatterns,includingcauseandeffect.Studentsincreasinglyrecognisethatscaleplaysanimportantroleinthe observationofpatternssomepatternsmayonlybeevidentatcertaintimeandspatialscales.Forexample,thepatternofday andnightisnotevidentoverthetimescaleofanhour.
Formandfunction
Manyaspectsofscienceareconcernedwiththerelationshipsbetweenform(thenatureormakeupofanaspectofanobject ororganism)andfunction(theuseofthataspect).AsstudentsprogressfromFoundationtoLevel10,theyseethatthe functionsofbothlivingandnonlivingobjectsrelyontheirforms.Theirunderstandingofformssuchasthefeaturesofliving thingsorthenatureofarangeofmaterials,andtheirrelatedfunctionsoruses,isinitiallybasedonobservablebehaviours andphysicalproperties.Inlaterlevels,studentsrecognisethatfunctionfrequentlyreliesonformandthatthisrelationship canbeexaminedatmanyscales.Theyapplyanunderstandingofmicroscopicandatomicstructures,interactionsofforce andflowsofenergyandmattertodescriberelationshipsbetweenformandfunction.
Stabilityandchange
Science
Manyareasofscienceinvolvetherecognition,descriptionandpredictionofstabilityandchange.Earlyintheirschooling, studentsrecognisethatintheirobservationsoftheworldaroundthem,somepropertiesandphenomenaappeartoremain stableorconstantovertime,whereasotherschange.AstheyprogressfromFoundationtoLevel10,theyalsorecognisethat phenomena(suchaspropertiesofobjectsandrelationshipsbetweenlivingthings)canappeartobestableatonespatialor timescale,butatalargerorsmallerscalemaybeseentobechanging.Theybegintoappreciatethatstabilitycanbethe resultofcompeting,butbalancedforces.Studentsbecomeincreasinglyadeptatquantifyingchangethroughmeasurement andlookingforpatternsofchangebyrepresentingandanalysingdataintablesorgraphs.
Scaleandmeasurement
Quantificationoftimeandspatialscaleiscriticaltothedevelopmentofscienceunderstandingasitenablesthecomparison ofobservations.Studentsoftenfinditdifficulttoworkwithscalesthatareoutsidetheireverydayexperiencetheseincludethe hugedistancesinspace,theincrediblysmallsizeofatomsandtheslowprocessesthatoccurovergeologicaltime.As studentsprogressfromFoundationtoLevel10,theirunderstandingofrelativesizesandratesofchangedevelopsandthey areabletoconceptualiseeventsandphenomenaatawiderrangeofscales.Theyprogressfromworkingwithscalesrelated totheireverydayexperiencesandcomparingeventsandphenomenausingrelativelanguage(suchas'bigger'or'faster')and informalmeasurement,toworkingwithscalesbeyondhumanexperienceandquantifyingmagnitudes,ratesofchangeand comparisonsusingformalunitsofmeasurement.
Matterandenergy
Manyaspectsofscienceinvolveidentifying,describingandmeasuringtransfersofenergyand/ormatter.Asstudents progressthroughFoundationtoLevel10,theybecomeincreasinglyabletoexplainphenomenaintermsoftheflowofmatter andenergy.Initially,studentsfocusondirectexperienceandobservationofphenomenaandmaterials.Theyareintroduced tothewaysinwhichobjectsandlivingthingschangeandbegintorecognisetheroleofenergyandmatterinthesechanges. Inlaterlevels,theyareintroducedtomoreabstractnotionsofparticles,forcesandenergytransferandtransformation.They usetheseunderstandingstodescribeandmodelphenomenaandprocessesinvolvingmatterandenergy.
Systems
Sciencefrequentlyinvolvesthinking,modellingandanalysingintermsofsystemsinordertounderstand,explainandpredict eventsandphenomena.AsstudentsprogressthroughFoundationtoLevel10,theyexplore,describeandanalyse increasinglycomplexsystems. Initially,studentsidentifytheobservablecomponentsofaclearlyidentifiedwholesuchasfeaturesofplantsandanimals andpartsofmixtures.OverLevels3to6theylearntoidentifyanddescriberelationshipsbetweencomponentswithinsimple systems,andtheybegintoappreciatethatcomponentswithinlivingandnonlivingsystemsareinterdependent.InLevels7 to10theyareintroducedtotheprocessesandunderlyingphenomenathatstructuresystemssuchasecosystems,body systemsandthecarboncycle.Theyrecognisethatwithinsystems,interactionsbetweencomponentscaninvolveforcesand changesactinginopposingdirectionsandthatforasystemtobeinasteadystate,thesefactorsneedtobeinastateof balanceorequilibrium.Theyareincreasinglyawarethatsystemscanexistascomponentswithinlargersystems,andthat oneimportantpartofthinkingaboutsystemsisidentifyingboundaries,inputsandoutputs.
ScienceacrossFoundationtoLevel10
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FoundationLevel2:typicallystudentsfrom5to8yearsofage
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Levels36:typicallystudentsfrom8to12yearsofage Levels710:typicallystudentsfrom12to16yearsofage.
FoundationLevel2
Curriculumfocus:awarenessofselfandthelocalworld Youngchildrenhaveanintrinsiccuriosityabouttheirimmediateworld.Askingquestionsleadstospeculationandthetesting ofideas.Exploratory,purposefulplayisacentralfeatureoftheirinvestigations. Inthisstageofschoolingstudentsexplorationsareprecursorstomorestructuredinquiryinlaterlevels.Theyusethe sensestoobserveandgatherinformation,describing,makingcomparisons,sortingandclassifyingtocreateanorderthatis meaningful.Theyobserveandexplorechangesthatvaryintheirrateandmagnitudeandbegintodescriberelationshipsin theworldaroundthem.Studentsquestionsandideasabouttheworldbecomeincreasinglypurposeful.Theyare encouragedtodevelopexplanatoryideasandtestthemthroughfurtherexploration.
Levels36
Curriculumfocus:recognisingquestionsthatcanbeinvestigatedscientificallyandinvestigatingthem Duringtheselevels,studentscandevelopideasaboutsciencethatrelatetotheirlives,answerquestions,andsolve mysteriesofparticularinteresttotheiragegroup.Inthisstageofschoolingstudentstendtouseatrialanderrorapproachto theirscienceinvestigations.Astheyprogress,theybegintoworkinamoresystematicway.Thenotionofafairtestandthe ideaofvariablesaredeveloped,aswellasotherformsofscienceinquiry.Understandingtheimportanceofmeasurementin quantifyingchangesinsystemsisalsofostered. Throughobservation,studentscandetectsimilaritiesamongobjects,livingthingsandeventsandthesesimilaritiescan formpatterns.Byidentifyingthesepatterns,studentsdevelopexplanationsaboutthereasonsforthem.Students understandingofthecomplexnaturalorbuiltworldcanbeenhancedbyconsideringaspectsoftheworldassystems,and howcomponents,orparts,withinsystemsrelatetoeachother.Fromevidencederivedfromobservation,explanationsabout phenomenacanbedevelopedandtested.Withnewevidence,explanationsmayberefinedorchanged. Byexamininglivingstructures,Earth,changesofsolidstoliquidsandfeaturesoflight,studentsbegintorecognisepatterns intheworld.Theobservationofaspectsofastronomy,livingthings,heat,lightandelectricalcircuitshelpsstudentsdevelop theconceptofasystemanditsinteractingcomponents,andunderstandtherelationships,includingthenotionofcauseand effect,betweenvariables.
Levels710
Curriculumfocus:explainingphenomenainvolvingscienceanditsapplications Duringtheselevels,studentscontinuetodeveloptheirunderstandingofimportantscienceconceptsacrossthemajor sciencedisciplines.Itisimportanttoincludecontemporarycontextsinwhicharicherunderstandingofsciencecanbe enhanced.Currentscienceresearchanditshumanapplicationmotivatesandengagesstudents. Withintheoutlinedcurriculum,studentsshouldundertakesomeopeninvestigationsthatwillhelpthemrefinetheirscience inquiryskills.Thequantitativeaspectsofstudentsinquiryskillsarefurtherdevelopedtoincorporateconsiderationof uncertaintyinmeasurement.Inteachingtheoutlinedcurriculum,itisimportanttoprovidetimetobuildthemoreabstract scienceideasthatunderpinunderstanding.
Science
Studentsfurtherdeveloptheirunderstandingofsystemsandhowtheideaofequilibriumisimportantindynamicsystems. Theyconsiderhowachangeinoneofthecomponentscanaffectallcomponentsofthesystembecauseofthe interrelationshipsbetweentheparts.Theyconsidertheideaofformandfunctionatarangeofscalesinbothlivingandnon livingsystems.Studentsmovefromanexperientialappreciationoftheeffectsofenergytoamoreabstractunderstandingof thenatureofenergy. Asstudentsinvestigatethesciencephenomenaoutlinedintheselevels,theybegintolearnaboutmajortheoriesthat underpinscience,includingtheparticletheory,atomictheory,thetheoryofevolution,platetectonictheoryandtheBigBang theory. TheAusVELSScienceScopeandSequencechartisavailablefromtheVCAAwebsite.
Achievementstandards
AcrossFoundationtoLevel10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstandingandthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoLevel10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard.Together,thedescriptionofthe achievementstandardandtheaccompanyingsetofannotatedworksampleshelpteacherstomakejudgmentsabout whetherstudentshaveachievedthestandard. ThisversionofAusVELSdoesnotincludetheworksampleportfoliosforScienceaspublishedonACARAsAustralian Curriculumsite.ACARAisworkingtoreviewandenhancethecurrentACworksampleportfolios.WhentherevisedScience worksampleportfoliosbecomeavailable,theVCAAwillincludethemontheAusVELSsite.
DiversityofLearners
TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith specialeducationneeds.
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Moststudentswithspecialeducationneedscanengagewiththecurriculumprovidedthenecessaryadjustmentsaremade tothecomplexityofthecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsand understanding. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontent,focusing instructiononcontentdifferenttothattaughttoothersintheiragegroup.Itfollowsthatadjustmentswillalsoneedtobemade tohowthestudentsprogressismonitored,assessedandreported. Forasmallpercentageofstudents,theFoundationtoLevel10curriculumcontentandachievementstandardsmaynotbe appropriatenormeaningful,evenwithadjustments.Mostofthesestudentshaveasignificantintellectualdisability.ACARA willdevelopadditionalcurriculumcontentandachievementstandardsforthisgroupofstudentsinordertoprovidean AustralianCurriculumthatisinclusiveofeverylearner. Intheinterim,adviceabouthowtousethecurriculumwithstudentswithspecialeducationneedsisavailablehereand fromtheDEECD. SchoolscanalsocontinuetousetheVELSStudentswithDisabilitiesGuidelines(PDF615KB).Thesewillbe updatedduring2013.
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EAL/DlearnersenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Scienceareultimatelythesameforallstudents.However,EAL/Dlearnersare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsofthesciencecurriculumthroughthat newlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddressestheir languageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency. AnationalEAL/DdocumentisbeingproducedthatwillsupporttheAustralianCurriculum.Itwillprovideadescriptionofhow languageproficiencydevelops,andwillbeavaluablereferenceforallteachers.Itwillallowteachersofsciencetoidentifythe languagelevelsoftheEAL/Dlearnersintheirclassroomsandtoaddresstheirspecificlearningrequirementswhen teaching,ensuringequityofaccesstothesciencelearningareaforall. Intheinterim,adviceabouthowtousethecurriculumwithEAL/Dstudentsisavailablehere.
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AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview. AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:sciencevaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itacknowledgesthat AboriginalandTorresStraitIslanderPeopleshavelongstandingscientificknowledgetraditions. StudentswillhaveopportunitiestolearnthatAboriginalandTorresStraitIslanderPeopleshavedevelopedknowledgeabout theworldthroughobservation,usingallthesensesthroughpredictionandhypothesisthroughtesting(trialanderror)and throughmakinggeneralisationswithinspecificcontexts.Thesescientificmethodshavebeenpractisedandtransmittedfrom onegenerationtothenext.StudentswilldevelopanunderstandingthatAboriginalandTorresStraitIslanderPeopleshave particularwaysofknowingtheworldandcontinuetobeinnovativeinprovidingsignificantcontributionstodevelopmentin science.TheywillinvestigateexamplesofAboriginalandTorresStraitIslanderscienceandthewaystraditionalknowledge andwesternscientificknowledgecanbecomplementary.
IntheAustralianCurriculum:Science,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contextsfordevelopingstudentsscienceknowledge,understandingandskills. TheAustralianCurriculum:ScienceprovidesopportunitiesforstudentstorecognisethatpeoplefromtheAsiaregionhave madeandcontinuetomakesignificantcontributionstothedevelopmentofscienceunderstandingsandtheirapplications.It enablesstudentstorecognisethattheAsiaregionincludesdiverseenvironmentsandtoappreciatethatinteractionbetween humanactivityandtheseenvironmentscontinuestoinfluencetheregion,includingAustralia,andhassignificanceforthe restoftheworld. Inthislearningarea,studentsappreciatethattheAsiaregionplaysanimportantroleinscientificresearchanddevelopment. Thesecanincluderesearchanddevelopmentinareassuchasmedicine,naturalresourcemanagement,nanotechnologies, communicationtechnologiesandnaturaldisasterpredictionandmanagement.
Sustainability
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IntheAustralianCurriculum:Sciencethepriorityofsustainabilityprovidesauthenticcontextsforexploring,investigatingand understandingchemical,biological,physicalandEarthandspacesystems. TheAustralianCurriculum:Scienceexploresawiderangeofsystemsthatoperateatdifferenttimeandspatialscales.By investigatingtherelationshipsbetweensystemsandsystemcomponentsandhowsystemsrespondtochange,students developanappreciationfortheinterconnectednessofEarthsbiosphere,geosphere,hydrosphereandatmosphere, Relationshipsincludingcyclesandcauseandeffectareexplored,andstudentsdevelopobservationandanalysisskillsto examinetheserelationshipsintheworldaroundthem. Inthislearningarea,studentsappreciatethatscienceprovidesthebasisfordecisionmakinginmanyareasofsocietyand thatthesedecisionscanimpactontheEarthsystem.Theyunderstandtheimportanceofusingsciencetopredictpossible effectsofhumanandotheractivityandtodevelopmanagementplansoralternativetechnologiesthatminimisethese effects.
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FoundationLevel
ThesciencecontentincludesthethreestrandsofScienceUnderstanding,ScienceInquirySkillsandScienceasa HumanEndeavour.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway. Theorderanddetailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobe madebytheteacher. FromFoundationtoLevel2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatterns canbeusedtomakepredictionsaboutphenomena.InFoundation,studentsobserveanddescribethebehavioursand propertiesofeverydayobjects,materialsandlivingthings.Theyexplorechangeintheworldaroundthem,including changesthatimpactonthem,suchastheweather,andchangestheycaneffect,suchasmakingthingsmoveorchange shape.Theylearnthatseekinganswerstoquestionsandmakingobservationsisacorepartofscienceandusetheir sensestogatherdifferenttypesofinformation. ScienceUnderstanding Biologicalsciences Livingthingshavebasicneeds,includingfood andwater(ACSSU002)
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identifyingtheneedsofhumanssuchaswarmth,foodand water,usingstudentsownexperiences recognisingtheneedsoflivingthingsinarangeofsituations suchaspetsathome,plantsinthegardenorplantsand animalsinbushland comparingtheneedsofplantsandanimals
Chemicalsciences Objectsaremadeofmaterialsthathave observableproperties(ACSSU003)
Elaborations
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sortingandgroupingmaterialsonthebasisofobservable propertiessuchascolour,textureandflexibility thinkingabouthowthematerialsusedinbuildingsandshelters aresuitedtothelocalenvironment investigatingdifferentformsofclothingusedfordifferent activities comparingthetraditionalmaterialsusedforclothingfrom aroundtheworld
Earthandspacesciences Dailyandseasonalchangesinour environment,includingtheweather,affect everydaylife(ACSSU004)
Elaborations
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linkingthechangesinthedailyweathertothewaywemodifyour behaviouranddressfordifferentconditions,includingexamples fromdifferentcultures investigatinghowchangesintheweathermightaffectanimals suchaspets,animalsthathibernate,ormigratoryanimals learninghowAboriginalandTorresStraitIslanderconceptsof timeandweatherpatternsexplainhowthingshappeninthe worldaroundthem
Physicalsciences
Elaborations
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Thewayobjectsmovedependsonavarietyof factors,includingtheirsizeandshape (ACSSU005)
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observingthewaydifferentshapedobjectssuchasballs, blocksandtubesmove comparingthewaydifferentsized,butsimilarshaped,objects suchastennisballs,golfballs,marblesandbasketballsroll andbounce observinghowthemovementofdifferentlivingthingsdepends ontheirsizeandshape
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesexploringandobservingthe worldusingthesenses(ACSHE013)

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recognisingthatobservationisanimportantpartofexploring andinvestigatingthethingsandplacesaroundus sharingobservationswithothersandcommunicatingtheir experiences exploringandobservingusinghearing,smell,touch,seeingand taste
ScienceInquirySkills Questioningandpredicting Respondtoquestionsaboutfamiliarobjects andevents(ACSIS014) Planningandconducting Exploreandmakeobservationsbyusingthe senses(ACSIS011) Processingandanalysingdataand information Engageindiscussionsaboutobservations andusemethodssuchasdrawingto representideas(ACSIS233)
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consideringquestionsrelatingtothehomeandschooland objectsusedineverydaylife
Elaborations
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usingsight,hearing,touch,tasteandsmellsothatstudentscan gatherinformationabouttheworldaroundthem
Elaborations
takingpartininformalandguideddiscussionsrelatingto studentsobservations usingdrawingstorepresentobservationsandideasand discussingtheirrepresentationswithothers
Communicating Shareobservationsandideas(ACSIS012)
Elaborations
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workingingroupstodescribewhatstudentshavedoneand whattheyhavefoundout communicatingideasthroughroleplayanddrawing
BytheendoftheFoundationlevel,studentsdescribethepropertiesandbehaviouroffamiliarobjects.Theysuggesthowthe environmentaffectsthemandotherlivingthings. Studentsshareandrecordobservationsoffamiliarobjectsandevents.
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Level1
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. FromFoundationtoLevel2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatterns canbeusedtomakepredictionsaboutphenomena.InLevel1,studentsinfersimplecauseandeffectrelationshipsfrom theirobservationsandexperiences,andbegintolinkeventsandphenomenawithobservableeffects.Theyobserve changesthatcanbelargeorsmallandhappenquicklyorslowly.Theyexplorethepropertiesoffamiliarobjectsand phenomena,identifyingsimilaritiesanddifferences.Studentsbegintovaluecountingasameansofcomparing observations,andareintroducedtowaysoforganisingtheirobservations. ScienceUnderstanding Biologicalsciences Livingthingshaveavarietyofexternalfeatures (ACSSU017)
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recognisingcommonfeaturesofanimalssuchashead, legsandwings describingtheuseofanimalbodypartsforparticular purposessuchasmovingandfeeding identifyingcommonfeaturesofplantssuchasleavesand roots describingtheuseofplantpartsforparticularpurposes suchasmakingfoodandobtainingwater exploringdifferenthabitatsinthelocalenvironmentsuchas thebeach,bushandbackyard recognisingthatdifferentlivingthingsliveindifferentplaces suchaslandandwater exploringwhathappenswhenhabitatschangeandsome livingthingscannolongerhavetheirneedsmet
Livingthingsliveindifferentplaceswheretheir needsaremet(ACSSU211)
Chemicalsciences Everydaymaterialscanbephysicallychangedina varietyofways(ACSSU018)
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predictingandcomparinghowtheshapesofobjectsmade fromdifferentmaterialscanbephysicallychangedthrough actionssuchasbending,stretchingandtwisting exploringhowmaterialssuchaswater,chocolateorplay doughchangewhenwarmedorcooled
Elaborations
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Observablechangesoccurintheskyand landscape(ACSSU019)
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exploringthelocalenvironmenttoidentifyanddescribe natural,managedandconstructedfeatures recordingshortandlongertermpatternsofeventsthat occuronEarthandinthesky,suchastheappearanceof themoonandstarsatnight,theweatherandtheseasons
Physicalsciences Lightandsoundareproducedbyarangeof sourcesandcanbesensed(ACSSU020)
Elaborations
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recognisingsensesareusedtolearnabouttheworld aroundus:oureyestodetectlight,ourearstodetect sound,andtouchtofeelvibrations identifyingthesunasasourceoflight recognisingthatobjectscanbeseenwhenlightfrom sourcesisavailabletoilluminatethem exploringdifferentwaystoproducesoundusingfamiliar objectsandactionssuchasstriking,blowing,scrapingand shaking comparingsoundsmadebymusicalinstrumentsusing characteristicssuchasloudness,pitchandactionsused tomakethesound
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ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesaskingquestionsabout,and describingchangesin,objectsandevents (ACSHE021) Useandinfluenceofscience Peopleusescienceintheirdailylives,including whencaringfortheirenvironmentandlivingthings (ACSHE022)

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jointlyconstructingquestionsabouttheeventsandfeatures ofthelocalenvironmentwithteacherguidance recognisingthatdescriptionsofwhatweobserveareused bypeopletohelpidentifychange
Elaborations
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consideringhowscienceisusedinactivitiessuchas cooking,fishing,transport,sport,medicineandcaringfor plantsandanimals consideringthattechnologiesusedbyAboriginaland TorresStraitIslanderpeoplerequireanunderstandingof howmaterialscanbeusedtomaketoolsandweapons, musicalinstruments,clothing,cosmeticsandartworks exploringhowmusicalinstrumentscanbeusedtoproduce differentsounds comparinghowdifferentlightsourcesareusedindailylife identifyingwaysthatscienceknowledgeisusedinthecare ofthelocalenvironmentsuchasanimalhabitats,and suggestingchangestoparksandgardenstobettermeet theneedsofnativeanimals
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ScienceInquirySkills Questioningandpredicting Elaborations
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Respondtoandposequestions,andmake predictionsaboutfamiliarobjectsandevents (ACSIS024)
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thinkingabout"Whatwillhappenif?"typequestions abouteverydayobjectsandevents usingthesensestoexplorethelocalenvironmenttopose interestingquestionsandmakingpredictionsaboutwhat willhappen
Planningandconducting Participateindifferenttypesofguided investigationstoexploreandanswerquestions, suchasmanipulatingmaterials,testingideas,and accessinginformationsources(ACSIS025)
Elaborations
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manipulatingobjectsandmakingobservationsofwhat happens researchingideascollaborativelyusingbigbooks,web pagesandICTwithintheclassroom exploringdifferentwaysofsolvingsciencequestions throughguideddiscussion sortinginformationandclassifyingobjectsbasedoneasily observablecharacteristicswithteacherguidance usingunitsthatarefamiliartostudentsfromhomeand school,suchascups(cooking),handspans(length)and walkingpaces(distance)tomakeandrecordobservations withteacherguidance
Useinformalmeasurementsinthecollectionand recordingofobservations,withtheassistanceof digitaltechnologiesasappropriate(ACSIS026)
Processingandanalysingdataandinformation Usearangeofmethodstosortinformation, includingdrawingsandprovidedtables(ACSIS027)
Elaborations
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usingmatchingactivities,includingidentifyingsimilar things,oddoneoutandopposites exploringwaysofrecordingandsharinginformation throughclassdiscussion jointlyconstructingsimplecolumngraphsandpicture graphstorepresentclassinvestigations dicussingoriginalpredictionsand,withguidance, comparingthesetotheirobservations
Throughdiscussion,compareobservationswith predictions(ACSIS212) Evaluating Compareobservationswiththoseofothers (ACSIS213) Communicating Representandcommunicateobservationsand ideasinavarietyofwayssuchasoralandwritten language,drawingandroleplay(ACSIS029)
Elaborations
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discussingobservationsasawholeclasstoidentify similaritiesanddifferencesintheirobservations
Elaborations
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discussingorrepresentingwhatwasdiscoveredinan investigation engaginginwholeclassorguidedsmallgroup discussionstoshareobservationsandideas
AtLevel1,thestudentisworkingtowardstheLevel2standard.
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Level2
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. FromFoundationtoLevel2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatterns canbeusedtomakepredictionsaboutphenomena.InLevel2,studentsdescribethecomponentsofsimplesystems, suchasstationaryobjectssubjectedtopushesorpulls,orcombinationsofmaterials,andshowhowobjectsand materialsinteractthroughdirectmanipulation.Theyobservepatternsofgrowthandchangeinlivingthings,anddescribe patternsandmakepredictions.TheyexploretheuseofresourcesfromEarthandareintroducedtotheideaoftheflowof matterwhenconsideringhowwaterisused.Theyusecountingandinformalmeasurementstomakeandcompare observationsandbegintorecognisethatorganisingtheseobservationsintablesmakesiteasiertoshowpatterns. ScienceUnderstanding Biologicalsciences Livingthingsgrow,changeandhaveoffspringsimilarto themselves(ACSSU030) Elaborations
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representingpersonalgrowthandchangesfrombirth recognisingthatlivingthingshavepredictable characteristicsatdifferentstagesofdevelopment exploringdifferentcharacteristicsoflifestagesin animalssuchasegg,caterpillarandbutterfly observingthatallanimalshaveoffspring,usuallywith twoparents
Chemicalsciences Differentmaterialscanbecombined,includingby mixing,foraparticularpurpose(ACSSU031)
Elaborations
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exploringthelocalenvironmenttoobserveavarietyof materials,anddescribingwaysinwhichmaterialsare used investigatingtheeffectsofmixingmaterialstogether suggestingwhydifferentpartsofeverydayobjects suchastoysandclothesaremadefromdifferent materials identifyingmaterialssuchaspaperthatcanbe changedandremadeorrecycledintonewproducts
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Elaborations
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Earthsresources,includingwater,areusedinavariety ofways(ACSSU032)
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identifyingtheEarthsresourcesincludingwater,soil andminerals,anddescribinghowtheyareusedin theschool describinghowaresourcesuchaswateris transferredfromitssourcetoitspointofuse consideringwhatmighthappentohumansifthere wereachangeinafamiliaravailableresource,such aswater identifyingactionsatschoolsuchasturningoff drippingtaps,thatcanconserveresources
Physicalsciences Apushorapullaffectshowanobjectmovesorchanges shape(ACSSU033)
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exploringwaysthatobjectsmoveonland,through waterandintheair exploringhowdifferentstrengthsofpushesandpulls affectthemovementofobjects identifyingtoysfromdifferentculturesthatusethe forcesofpushorpull consideringtheeffectsofobjectsbeingpulled towardstheEarth
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesaskingquestionsabout,anddescribing changesin,objectsandevents(ACSHE034)

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describingeverydayeventsandexperiencesand changesinourenvironmentusingknowledgeof science suggestinghoweverydayitemswork,using knowledgeofforcesormaterials identifyinganddescribingsourcesofwater
Useandinfluenceofscience Peopleusescienceintheirdailylives,includingwhen caringfortheirenvironmentandlivingthings (ACSHE035)
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monitoringinformationabouttheenvironmentand Earthsresources,suchasrainfall,waterlevelsand temperature findingoutabouthowAboriginalandTorresStrait Islanderpeopleusesciencetomeettheirneeds, includingfoodsupply exploringhowdifferentcultureshavemadeinks, pigmentsandpaintsbymixingmaterials identifyingthewayshumansmanageandprotect resources,suchasreducingwasteandcaringfor watersupplies recognisingthatmanylivingthingsrelyonresources thatmaybethreatened,andthatscience understandingcancontributetothepreservationof suchresources
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ScienceInquirySkills Questioningandpredicting Respondtoandposequestions,andmakepredictions aboutfamiliarobjectsandevents(ACSIS037)
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usingthesensestoexplorethelocalenvironmentto poseinterestingquestions,makeinferencesand predictions thinkingaboutWhatwillhappenif...?typequestions abouteverydayobjectsandevents
Planningandconducting Participateindifferenttypesofguidedinvestigationsto exploreandanswerquestions,suchasmanipulating materials,testingideas,andaccessinginformation sources(ACSIS038)
Elaborations
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manipulatingobjectsandmaterialsandmaking observationsoftheresults researchingwiththeuseofsimpleinformation sources sortingobjectsandeventsbasedoneasilyidentified characteristics usingunitsthatarefamiliartostudentsfromhome andschool,suchascups(cooking),handspans (length)andwalkingpaces(distance)tomakeand compareobservations
Useinformalmeasurementsinthecollectionand recordingofobservations,withtheassistanceofdigital technologiesasappropriate(ACSIS039)
Processingandanalysingdataandinformation Usearangeofmethodstosortinformation,including drawingsandprovidedtables(ACSIS040)
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constructingcolumnandpicturegraphswithteacher guidancetorecordgatheredinformation sortinginformationinprovidedtablesorgraphic organisers comparinganddiscussing,withguidance,whether observationswereexpected
Throughdiscussion,compareobservationswith predictions(ACSIS214) Evaluating Compareobservationswiththoseofothers(ACSIS041)
Elaborations
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discussingobservationswithotherstudentstosee similaritiesanddifferencesinresults
Communicating Representandcommunicateobservationsandideasin avarietyofwayssuchasoralandwrittenlanguage, drawingandroleplay(ACSIS042)
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presentingideastootherstudents,bothonetoone andinsmallgroups discussingwithotherswhatwasdiscoveredfroman investigation
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BytheendofLevel2,studentsdescribetheeffectsofinteractingwithmaterialsandobjects.Theyidentifyanddescribea rangeofhabitatsandthedifferentusesofmaterialsandresources.Theydescribechangestoobjects,materials,living thingsandthingsintheirlocalenvironment.Theydescribeexamplesofhowpeopleusescienceintheirdailylives. Studentsposequestionsabouteverydayphenomenaandpredictoutcomesofinvestigations.Theyuseinformal measurementstomakeandcompareobservations.Theyfollowinstructionstorecord,sortandrepresenttheirobservations andcommunicatetheirideastoothers.
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Level3
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverLevels3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InLevel3,studentsobserveheatanditseffectsonsolidsandliquidsandbegintodevelopanunderstandingof energyflowsthroughsimplesystems.Inobservingdayandnight,theydevelopanappreciationofregularandpredictable cycles.Studentsordertheirobservationsbygroupingandclassifyinginclassifyingthingsaslivingornonlivingthey begintorecognisethatclassificationsarenotalwayseasytodefineorapply.Theybegintoquantifytheirobservationsto enablecomparison,andlearnmoresophisticatedwaysofidentifyingandrepresentingrelationships,includingtheuseof tablesandgraphstoidentifytrends.Theyusetheirunderstandingofrelationshipsbetweencomponentsofsimple systemstomakepredictions. ScienceUnderstanding Biologicalsciences Livingthingscanbegroupedonthebasisofobservable featuresandcanbedistinguishedfromnonlivingthings (ACSSU044)
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recognisingcharacteristicsoflivingthingssuchas growing,moving,sensitivityandreproducing recognisingtherangeofdifferentlivingthings sortinglivingandnonlivingthingsbasedon characteristics exploringdifferencesbetweenliving,oncelivingand productsoflivingthings
Chemicalsciences Achangeofstatebetweensolidandliquidcanbecaused byaddingorremovingheat(ACSSU046)
Elaborations
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investigatinghowliquidsandsolidsrespondto changesintemperature,forexamplewaterchanging toice,ormeltingchocolate exploringhowchangesfromsolidtoliquidandliquid tosolidcanhelpusrecyclematerials predictingtheeffectofheatondifferentmaterials
Earthandspacesciences Earthsrotationonitsaxiscausesregularchanges, includingnightandday(ACSSU048)
Elaborations
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recognisingthesunasasourceoflight constructingsundialsandinvestigatinghowthey work describingtimescalesfortherotationoftheEarth modellingtherelativesizesandmovementofthe sun,Earthandmoon
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Physicalsciences
Elaborations
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Heatcanbeproducedinmanywaysandcanmovefrom oneobjecttoanother(ACSSU049)
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describinghowheatcanbeproducedsuchas throughfrictionormotion,electricityorchemically (burning) identifyingchangesthatoccurineverydaysituations duetoheatingandcooling exploringhowheatcanbetransferredthrough conduction recognisingthatwecanfeelheatandmeasureits effectsusingathermometer
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesmakingpredictionsanddescribing patternsandrelationships(ACSHE050)

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makingpredictionsaboutchangeandeventsinour environment researchinghowknowledgeofastronomyhasbeen usedbysomeAboriginalandTorresStraitIslander people consideringhowposingquestionshelpsusplanfor thefuture
Useandinfluenceofscience Scienceknowledgehelpspeopletounderstandtheeffect oftheiractions(ACSHE051)
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consideringhowheatingaffectsmaterialsusedin everydaylife investigatinghowsciencehelpspeoplesuchas nurses,doctors,dentists,mechanicsandgardeners consideringhowmaterialsincludingsolidsand liquidsaffecttheenvironmentindifferentways decidingwhatcharacteristicsmakeamateriala pollutant researchingAboriginalandTorresStraitIslander peoplesknowledgeofthelocalnaturalenvironment, suchasthecharacteristicsofplantsandanimals
ScienceInquirySkills Questioningandpredicting Withguidance,identifyquestionsinfamiliarcontextsthat canbeinvestigatedscientificallyandpredictwhatmight happenbasedonpriorknowledge(ACSIS053)

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choosingquestionstoinvestigatefromalistof possibilities jointlyconstructingquestionsthatmayformthebasis forinvestigation listingsharedexperiencesasawholeclassand identifyingpossibleinvestigations workingingroupstodiscussthingsthatmight happenduringaninvestigation
Planningandconducting
Elaborations
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Science
Suggestwaystoplanandconductinvestigationstofind answerstoquestions(ACSIS054)
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workingwithteacherguidancetoplaninvestigations totestsimplecauseandeffectrelationships discussingasawholeclasswaystoinvestigate questionsandevaluatingwhichwaysmightbemost successful recordingmeasurementsusingfamiliarformalunits andappropriateabbreviations,suchasseconds(s), grams(g),centimetres(cm) usingavarietyoftoolstomakeobservations,such asdigitalcameras,thermometers,rulersandscales discussingsafetyrulesforequipmentand procedures
Safelyuseappropriatematerials,toolsorequipmentto makeandrecordobservations,usingformal measurementsanddigitaltechnologiesasappropriate (ACSIS055)
Processingandanalysingdataandinformation Usearangeofmethodsincludingtablesandsimple columngraphstorepresentdataandtoidentifypatterns andtrends(ACSIS057)
Elaborations
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usingprovidedtablestoorganisematerialsand objectsbasedonobservableproperties discussinghowtographdatapresentedinatable identifyinganddiscussingnumericalandvisual patternsindatacollectedfromstudents'own investigationsandfromsecondarysources discussinghowwellpredictionsmatchedresults fromaninvestigationandsharingideasaboutwhat waslearnt
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Compareresultswithpredictions,suggestingpossible reasonsforfindings(ACSIS215)
Evaluating Reflectontheinvestigation,includingwhetheratestwas fairornot(ACSIS058)
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describingexperiencesofcarryingoutinvestigations totheteacher,smallgrouporwholeclass discussingasawholeclasstheideaoffairnessin testing
Communicating Representandcommunicateideasandfindingsina varietyofwayssuchasdiagrams,physical representationsandsimplereports(ACSIS060)
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communicatingwithotherstudentscarryingout similarinvestigationstoshareexperiencesand improveinvestigationskill exploringdifferentwaystoshowprocessesand relationshipsthroughdiagrams,modelsandrole play usingsimpleexplanationsandarguments,reports orgraphicalrepresentationstocommunicateideas tootherstudents
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Level4
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverLevels3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InLevel4,studentsbroadentheirunderstandingofclassificationandformandfunctionthroughanexplorationof thepropertiesofnaturalandprocessedmaterials.Theylearnthatforcesincludenoncontactforcesandbeginto appreciatethatsomeinteractionsresultfromphenomenathatcantbeseenwiththenakedeye.Theybegintoappreciate thatcurrentsystems,suchasEarthssurface,havecharacteristicsthathaveresultedfrompastchangesandthatliving thingsformpartofsystems.Theyunderstandthatsomesystemschangeinpredictableways,suchasthroughcycles. Theyapplytheirknowledgetomakepredictionsbasedoninteractionswithinsystems,includingthoseinvolvingthe actionsofhumans. ScienceUnderstanding Biologicalsciences Livingthingshavelifecycles(ACSSU072)
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makingandrecordingobservationsoflivingthingsas theydevelopthroughtheirlifecycles describingthestagesoflifecyclesofdifferentliving thingssuchasinsects,birds,frogsandflowering plants comparinglifecyclesofanimalsandplants recognisingthatenvironmentalfactorscanaffectlife cyclessuchasfireandseedgermination investigatinghowplantsprovideshelterforanimals investigatingtherolesoflivingthingsinahabitat,for instanceproducers,consumersordecomposers observinganddescribingpredatorpreyrelationships predictingtheeffectswhenlivingthingsinfeeding relationshipsareremovedordieoutinanarea recognisingthatinteractionsbetweenlivingthingsmay becompetitiveormutuallybeneficial
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Livingthings,includingplantsandanimals,dependon eachotherandtheenvironmenttosurvive(ACSSU073)
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Chemicalsciences
Elaborations
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Naturalandprocessedmaterialshavearangeof physicalpropertiesThesepropertiescaninfluence theiruse(ACSSU074)
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describingarangeofcommonmaterials,suchas metalsorplastics,andtheiruses investigatingaparticularpropertyacrossarangeof materials selectingmaterialsforusesbasedontheirproperties consideringhowthepropertiesofmaterialsaffectthe managementofwasteorcanleadtopollution
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Earthandspacesciences Earthssurfacechangesovertimeasaresultofnatural processesandhumanactivity(ACSSU075)
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collectingevidenceofchangefromlocallandforms, rocksorfossils exploringalocalareathathaschangedasaresultof naturalprocesses,suchasanerodedgully,sand dunesorriverbanks investigatingthecharacteristicsofsoils consideringhowdifferenthumanactivitiescause erosionoftheEarthssurface consideringtheeffectofeventssuchasfloodsand extremeweatheronthelandscape,bothinAustralia andintheAsiaregion
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Physicalsciences Forcescanbeexertedbyoneobjectonanotherthrough directcontactorfromadistance(ACSSU076)
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observingqualitativelyhowspeedisaffectedbythe sizeofaforce exploringhownoncontactforcesaresimilartocontact forcesintermsofobjectspushingandpullinganother object comparingandcontrastingtheeffectoffrictionon differentsurfaces,suchastyresandshoesonarange ofsurfaces investigatingtheeffectofforcesonthebehaviourofan objectthroughactionssuchasthrowing,dropping, bouncingandrolling exploringtheforcesofattractionandrepulsion betweenmagnets
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesmakingpredictionsanddescribing patternsandrelationships(ACSHE061)

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exploringwaysinwhichscientistsgatherevidencefor theirideasanddevelopexplanations consideringhowscientificpracticessuchassorting, classificationandestimationareusedbyAboriginal andTorresStraitIslanderpeopleineverydaylife
Useandinfluenceofscience
Elaborations
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Scienceknowledgehelpspeopletounderstandthe effectoftheiractions(ACSHE062)
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investigatinghowarangeofpeople,suchasclothing designers,buildersorengineersusesciencetoselect appropriatematerialsfortheirwork consideringmethodsofwastemanagementandhow theycanaffecttheenvironment exploringhowsciencehascontributedtoadiscussion aboutanissuesuchaslossofhabitatforlivingthings orhowhumanactivityhaschangedthelocal environment consideringhowtominimisetheeffectsoferosion causedbyhumanactivity
ScienceInquirySkills Questioningandpredicting Withguidance,identifyquestionsinfamiliarcontexts thatcanbeinvestigatedscientificallyandpredictwhat mighthappenbasedonpriorknowledge(ACSIS064)

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consideringfamiliarsituationsinordertothinkabout possibleareasforinvestigation reflectingonfamiliarsituationstomakepredictions withteacherguidance choosingquestionstoinvestigatefromalistof possibilities
Planningandconducting Suggestwaystoplanandconductinvestigationstofind answerstoquestions(ACSIS065)
Elaborations
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exploringdifferentwaystoconductinvestigationsand connectingthesetothetypesofquestionsaskedwith teacherguidance workingingroups,withteacherguidance,toplanways toinvestigatequestions discussingandrecordingsafetyrulesforequipment asawholeclass makingandrecordingmeasurementsusingfamiliar formalunitsandappropriateabbreviations,suchas seconds(s),grams(g),centimetres(cm)and millilitres(mL)
Safelyuseappropriatematerials,toolsorequipmentto makeandrecordobservations,usingformal measurementsanddigitaltechnologiesasappropriate (ACSIS066)
Processingandanalysingdataandinformation Usearangeofmethodsincludingtablesandsimple columngraphstorepresentdataandtoidentifypatterns andtrends(ACSIS068)
Elaborations
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identifyinganddiscussingnumericalandvisual patternsindatacollectedfromstudents'investigations andfromothersources usingprovidedgraphicorganiserstosortand representinformation discussingwithteacherguidancewhichgraphic organiserswillbemostusefulinsortingororganising dataarisingfrominvestigations
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Compareresultswithpredictions,suggestingpossible reasonsforfindings(ACSIS216)
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discussinghowwellpredictionsmatchedresultsfrom aninvestigationandproposingreasonsforfindings comparing,insmallgroups,proposedreasonsfor findingsandexplainingtheirreasoning
Evaluating Reflectontheinvestigationincludingwhetheratest wasfairornot(ACSIS069)
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reflectingoninvestigations,identifyingwhatwentwell, whatwasdifficultordidn'tworksowell,andhowwell theinvestigationhelpedanswerthequestion discussingwhichaspectsoftheinvestigationhelped improvefairness,andanyaspectsthatweren'tfair
Communicating Representandcommunicateideasandfindingsina varietyofwayssuchasdiagrams,physical representationsandsimplereports(ACSIS071)
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communicatingwithotherstudentscarryingoutsimilar investigationstoshareexperiencesandimprove investigationskills usingsimpleexplanationsandarguments,reportsor graphicalrepresentationstocommunicateideasto otherstudents
BytheendofLevel4,studentsexplaintheeffectsofEarthsrotationonitsaxis.Theydistinguishbetweentemperatureand heatanduseexamplestoillustratehowheatisproducedandtransferred.Theyexplainhowheatisinvolvedinchangesof statebetweensolidandliquid.Theylinktheobservablepropertiesofmaterialstotheiruse.Theydiscusshownaturaland humanprocessescausechangestoEarthssurface.Theyusecontactandnoncontactforcestodescribeinteractions betweenobjects.Theydescribestructuralfeaturescommontolivingthingsanddescriberelationshipsthatassistthe survivaloflivingthings.Theyexplainhowthekeystagesinthelifecycleofaplantoranimalrelatetogrowthandspecies survival.Theydescribehowtheyusescienceinvestigationstoidentifypatternsandrespondtoquestions.Theydescribe situationswherescienceunderstandingcaninfluencetheirownandothersactions. Studentsfollowinstructionstoidentifyquestionsthattheycaninvestigateaboutfamiliarcontextsandpredictlikelyoutcomes fromtheseinvestigations.Theydiscusswaystoconductinvestigationsandsuggestwhytheirmethodswerefairornot.They safelyuseequipmenttomakeandrecordformalmeasurementsandobservations.Theyuseprovidedtablesandsimple columngraphstoorganiseandidentifypatternsindata.Studentssuggestexplanationsforobservationsandcomparetheir findingswiththeirpredictions.Theyusediagramsandcompletesimplereportstocommunicatetheirmethodsandfindings.
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Level5
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverLevels3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InLevel5,studentsareintroducedtocauseandeffectrelationshipsthatrelatetoformandfunctionthroughan explorationofadaptationsoflivingthings.Theyexploreobservablephenomenaassociatedwithlightandbeginto appreciatethatphenomenahavesetsofcharacteristicbehaviours.Theybroadentheirclassificationofmattertoinclude gasesandbegintoseehowmatterstructurestheworldaroundthem.StudentsconsiderEarthasacomponentwithina solarsystemandusemodelsforinvestigatingsystemsatastronomicalscales.Studentsbegintoidentifystableand dynamicaspectsofsystems,andlearnhowtolookforpatternsandrelationshipsbetweencomponentsofsystems.They developexplanationsforthepatternstheyobserve. ScienceUnderstanding Biologicalsciences Livingthingshavestructuralfeaturesandadaptationsthat helpthemtosurviveintheirenvironment(ACSSU043)
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explaininghowparticularadaptationshelp survivalsuchasnocturnalbehaviour,silvery colouredleavesofduneplants describingandlistingadaptationsoflivingthings suitedforparticularAustralianenvironments exploringgeneraladaptationsforparticular environmentssuchasadaptationsthataidwater conservationindeserts
Chemicalsciences Solids,liquidsandgaseshavedifferentobservable propertiesandbehaveindifferentways(ACSSU077)
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recognisingthatsubstancesexistindifferent statesdependingonthetemperature observingthatgaseshavemassandtakeup space,demonstratedbyusingballoonsor bubbles exploringthewaysolids,liquidsandgases changeunderdifferentsituationssuchasheating andcooling recognisingthatnotallsubstancescanbeeasily classifiedonthebasisoftheirobservable properties
Elaborations
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TheEarthispartofasystemofplanetsorbitingaroundastar (thesun)(ACSSU078)
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identifyingtheplanetsofthesolarsystemand comparinghowlongtheytaketoorbitthesun modellingtherelativesizeofanddistance betweenEarth,otherplanetsinthesolarsystem andthesun recognisingtheroleofthesunasaproviderof energyfortheEarth
Physicalsciences Lightfromasourceformsshadowsandcanbeabsorbed, reflectedandrefracted(ACSSU080)
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drawingsimplelabelledraydiagramstoshowthe pathsoflightfromasourcetooureyes comparingshadowsfrompointandextended lightsourcessuchastorchesandfluorescent tubes classifyingmaterialsastransparent,opaqueor translucentbasedonwhetherlightpasses throughthemorisabsorbed recognisingthatthecolourofanobjectdepends onthepropertiesoftheobjectandthecolourof thelightsource exploringtheuseofmirrorstodemonstratethe reflectionoflight recognisingtherefractionoflightatthesurfaces ofdifferenttransparentmaterials,suchaswhen lighttravelsfromairtowaterorairtoglass
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvestestingpredictionsbygatheringdataand usingevidencetodevelopexplanationsofeventsand phenomena(ACSHE081)

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developinganunderstandingofthebehaviourof lightbymakingobservationsofitseffects testingpredictionsrelatingtothebehaviourof solids,liquidsandgasesbyconducting observationalexperiments researchinghowscientistswereabletodevelop ideasaboutthesolarsystemthroughthe gatheringofevidencethroughspaceexploration describinghowscientistsfromarangeofcultures haveimprovedourunderstandingofthesolar system,suchasCopernicus,Khayymand Galileo researchingthedifferenttypesofscientistswho workinteamsinspaceexploration,and Australiasinvolvementinspaceexploration learninghowAboriginalandTorresStraitIslander peopleusedobservationofthenightskytoassist withnavigation
Importantcontributionstotheadvancementofsciencehave beenmadebypeoplefromarangeofcultures(ACSHE082)
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Science
Useandinfluenceofscience Scientificunderstandings,discoveriesandinventionsare usedtosolveproblemsthatdirectlyaffectpeopleslives (ACSHE083)
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investigatinghowthedevelopmentofmaterials suchasplasticsandsyntheticfabricshaveledto theproductionofusefulproducts describinghowtechnologiesdevelopedtoaid spaceexplorationhavechangedthewaypeople live,workandcommunicate exploringobjectsanddevicesthatincludeparts thatinvolvethereflection,absorptionorrefraction oflightsuchasmirrors,sunglassesandprisms consideringhowbesttoensuregrowthofplants consideringhowdecisionsaremadetogrow particularplantsandcropsdependingon environmentalconditions comparingthebenefitsofusingsolid,liquidor gaseousfuelstoheatahome describingthesafetyaspectsofusinggases
Scientificknowledgeisusedtoinformpersonaland communitydecisions(ACSHE217)
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ScienceInquirySkills Questioningandpredicting Withguidance,posequestionstoclarifypracticalproblems orinformascientificinvestigation,andpredictwhatthe findingsofaninvestigationmightbe(ACSIS231)

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exploringtherangeofquestionsthatcanbe askedaboutaproblemorphenomenaandwith guidance,identifyingthosequestionsthatcould beinvestigated applyingexperiencefromsimilarsituationsinthe pasttopredictwhatmighthappeninanew situation
Planningandconducting Withguidance,planappropriateinvestigationmethodsto answerquestionsorsolveproblems(ACSIS086)
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experiencingarangeofwaysofinvestigating questions,includingexperimentaltesting,internet research,fieldobservationsandexploring simulations discussingtheadvantagesofcertaintypesof investigationforansweringcertaintypesof questions consideringdifferentwaystoapproachproblem solving,includingresearching,usingtrialand error,experimentaltestingandcreatingmodels
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Decidewhichvariableshouldbechangedandmeasuredin fairtestsandaccuratelyobserve,measureandrecorddata, usingdigitaltechnologiesasappropriate(ACSIS087)
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discussingingroupshowinvestigationscanbe madeasfairaspossible usingtoolstoaccuratelymeasureobjectsand eventsininvestigationandexploringwhichtools providethemostaccuratemeasurements usingfamiliarunitssuchasgrams,secondsand metersanddevelopingtheuseofstandard multiplierssuchaskilometresandmillimetres recordingdataintablesanddiagramsor electronicallyasdigitalimagesandspreadsheets explainingrulesforsafeprocessesanduseof equipment
Useequipmentandmaterialssafely,identifyingpotential risks(ACSIS088) Processingandanalysingdataandinformation Constructandusearangeofrepresentations,including tablesandgraphs,torepresentanddescribeobservations, patternsorrelationshipsindatausingdigitaltechnologies asappropriate(ACSIS090)
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constructingtables,graphsandothergraphic organiserstoshowtrendsindata identifyingpatternsindataanddeveloping explanationsthatfitthesepatterns identifyingsimilaritiesanddifferencesin qualitativedatainordertogroupitemsor materials sharingideasastowhetherobservationsmatch predictions,anddiscussingpossiblereasonsfor predictionsbeingincorrect
Comparedatawithpredictionsanduseasevidencein developingexplanations(ACSIS218)
Evaluating Suggestimprovementstothemethodsusedtoinvestigatea questionorsolveaproblem(ACSIS091)
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workingcollaborativelytoidentifywheremethods couldbeimproved,includingwheretestingwas notfairandpracticescouldbeimproved
Communicating Communicateideas,explanationsandprocessesina varietyofways,includingmultimodaltexts(ACSIS093)
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discussinghowmodelsrepresentscientificideas andconstructingphysicalmodelstodemonstrate anaspectofscientificunderstanding constructingmultimodaltextstocommunicate scienceideas usinglabelleddiagrams,includingcross sectionalrepresentations,tocommunicateideas
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Level6
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverLevels3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InLevel6,studentsexplorehowchangescanbeclassifiedindifferentways.Theylearnabouttransferand transformationsofelectricity,andcontinuetodevelopanunderstandingofenergyflowsthroughsystems.Theylinktheir experiencesofelectriccircuitsasasystematonescale,togenerationofelectricityfromavarietyofsourcesatanother scaleandbegintoseelinksbetweenthesesystems.TheydevelopaviewofEarthasadynamicsystem,inwhich changesinoneaspectofthesystemimpactonotheraspectssimilarlytheyseethatthegrowthandsurvivalofliving thingsaredependentonmatterandenergyflowswithinalargersystem.Studentsbegintoseetheroleofvariablesin measuringchangesandlearnhowlookforpatternsandrelationshipsbetweenvariables.Theydevelopexplanationsfor thepatternstheyobserve,drawingonevidence. ScienceUnderstanding Biologicalsciences Thegrowthandsurvivaloflivingthingsareaffectedby thephysicalconditionsoftheirenvironment (ACSSU094)
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investigatinghowchangingthephysicalconditionsfor plantsimpactsontheirgrowthandsurvivalsuchas saltwater,useoffertilizersandsoiltypes observingthegrowthoffungisuchasyeastandbread mouldindifferentconditions researchingorganismsthatliveinextreme environmentssuchasAntarcticaoradesert consideringtheeffectsofphysicalconditionscausing migrationandhibernation
Chemicalsciences Changestomaterialscanbereversible,suchas melting,freezing,evaporatingorirreversible,suchas burningandrusting(ACSSU095)
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describingwhathappenswhenmaterialsaremixed investigatingthesolubilityofcommonmaterialsin water investigatingthechangeinstatecausedbyheating andcoolingofafamiliarsubstance investigatingirreversiblechangessuchasrusting, burningandcooking exploringhowreversiblechangescanbeusedto recyclematerials
Elaborations
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Science
Suddengeologicalchangesorextremeweather conditionscanaffectEarthssurface(ACSSU096)
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investigatingmajorgeologicaleventssuchas earthquakes,volcaniceruptionsandtsunamisin Australia,theAsiaregionandthroughouttheworld recognisingthatearthquakescancausetsunamis describinghowpeoplemeasuresignificantgeological events exploringwaysthatscientificunderstandingcanassist innaturaldisastermanagementtominimiseboth longandshorttermeffects consideringtheeffectofdroughtonlivingandnon livingaspectsoftheenvironment
Physicalsciences Electricalcircuitsprovideameansoftransferringand transformingelectricity(ACSSU097)
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recognisingtheneedforacompletecircuittoallowthe flowofelectricity investigatingdifferentelectricalconductorsand insulators exploringthefeaturesofelectricaldevicessuchas switchesandlightglobes investigatinghowmovingairandwatercanturn turbinestogenerateelectricity investigatingtheuseofsolarpanels consideringwhetheranenergysourceissustainable
Energyfromavarietyofsourcescanbeusedto generateelectricity(ACSSU219)
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ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvestestingpredictionsbygatheringdata andusingevidencetodevelopexplanationsofevents andphenomena(ACSHE098)

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investigatinghowknowledgeabouttheeffectsofusing theEarthsresourceshaschangedovertime describinghowunderstandingofthecausesand effectsofmajornaturaleventshaschangedasnew evidencehasbecomeavailable investigatingtheuseofelectricity,includingpredicting theeffectsofchangestoelectriccircuits consideringhowgatheringevidencehelpsscientiststo predicttheeffectofmajorgeologicalorclimaticevents
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Importantcontributionstotheadvancementofscience havebeenmadebypeoplefromarangeofcultures (ACSHE099)
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investigatinghowpeoplefromdifferentcultureshave usedsustainablesourcesofenergy,forexamplewater andsolarpower exploringinstitutionsandlocationswhere contemporaryAustralianscientistsconductresearch oncatastrophicnaturalevents learninghowAboriginalandTorresStraitIslander knowledge,suchasthemedicinalandnutritional propertiesofAustralianplants,isbeingusedaspartof theevidencebaseforscientificadvances investigatingthedevelopmentofearthquake measurementsfromtheChineseinventionofthe seismographinthesecondcentury
Useandinfluenceofscience Scientificunderstandings,discoveriesandinventions areusedtosolveproblemsthatdirectlyaffectpeoples lives(ACSHE100)
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researchingthescientificworkinvolvedinglobal disasteralertsandcommunication,suchascyclone, earthquakeandtsunamialerts investigatinghowelectricalenergyisgeneratedin Australiaandaroundtheworld researchingtheuseofmethanegeneratorsin Indonesia consideringhowelectricityandelectricalappliances havechangedthewaysomepeoplelive consideringhowpersonalandcommunitychoices influenceouruseofsustainablesourcesofenergy investigatinghowunderstandingofcatastrophic naturaleventshelpsinplanningfortheirearlydetection andminimisingtheirimpact recognisingthatsciencecaninformchoicesabout wherepeopleliveandhowtheymanagenatural disasters consideringhowguidelineshelptoensurethesafe useofelectricaldevices discussingtheuseofelectricityandtheconservationof sourcesofenergy
Scientificknowledgeisusedtoinformpersonaland communitydecisions(ACSHE220)
ScienceInquirySkills Questioningandpredicting Withguidance,posequestionstoclarifypractical problemsorinformascientificinvestigation,andpredict whatthefindingsofaninvestigationmightbe (ACSIS232)

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refiningquestionstoenablescientificinvestigation askingquestionstounderstandthescopeornatureof aproblem applyingexperiencefrompreviousinvestigationsto predicttheoutcomesofinvestigationsinnewcontexts
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Withguidance,planappropriateinvestigationmethods toanswerquestionsorsolveproblems(ACSIS103)
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followingaproceduretodesignanexperimentalor fieldinvestigation discussingmethodschosenwithotherstudents,and refiningmethodsaccordingly consideringwhichinvestigationmethodsaremost suitedtoansweraparticularquestionorsolvea problem usingfamiliarunitssuchasgrams,secondsand metresanddevelopingtheuseofstandardmultipliers suchaskilometresandmillimetres usingtheideaofanindependentvariable(note:this terminologydoesnotneedtobeusedatthisstage)as somethingthatisbeinginvestigatedbychangingitand measuringtheeffectofthischange usingdigitaltechnologiestomakeaccurate measurementsandtorecorddata discussingpossiblehazardsinvolvedinconducting investigations,andhowtheseriskscanbereduced
Decidewhichvariableshouldbechangedand measuredinfairtestsandaccuratelyobserve,measure andrecorddata,usingdigitaltechnologiesas appropriate(ACSIS104)
Useequipmentandmaterialssafely,identifying potentialrisks(ACSIS105) Processingandanalysingdataandinformation Constructandusearangeofrepresentations,including tablesandgraphs,torepresentanddescribe observations,patternsorrelationshipsindatausing digitaltechnologiesasappropriate(ACSIS107)
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exploringhowdifferentrepresentationscanbeusedto showdifferentaspectsofrelationships,processesor trends usingdigitaltechnologiestoconstructrepresentations, includingdynamicrepresentations sharingideasastowhetherobservationsmatch predictions,anddiscussingpossiblereasonsfor predictionsbeingincorrect discussingthedifferencebetweendataandevidence referringtoevidencewhenexplainingtheoutcomesof aninvestigation
Comparedatawithpredictionsanduseasevidencein developingexplanations(ACSIS221)
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Evaluating Suggestimprovementstothemethodsusedto investigateaquestionorsolveaproblem(ACSIS108)
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discussingimprovementstothemethodsused,and howthesemethodswouldimprovethequalityofthe dataobtained
Communicating
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Communicateideas,explanationsandprocessesina varietyofways,includingmultimodaltexts(ACSIS110)
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discussingthebestwaytocommunicatescience ideasandwhatshouldbeconsideredwhenplanninga text usingavarietyofcommunicationmodes,suchas reports,explanations,arguments,debatesand proceduralaccounts,tocommunicatescienceideas usinglabelleddiagrams,includingcrosssectional representations,tocommunicateideasandprocesses withinmultimodaltexts
BytheendofLevel6,studentscomparethepropertiesandbehavioursofsolids,liquidsandgases.Theycompare observablechangestomaterialsandclassifythesechangesasreversibleorirreversible.Theyexplaineverydayphenomena associatedwiththeabsorption,reflection,refractionanddispersionoflight.Theycomparedifferentwaysinwhichenergycan betransformedfromoneformtoanothertogenerateelectricityandevaluatetheirsuitabilityforparticularpurposes.They constructelectricalcircuitsanddistinguishbetweenopenandclosedcircuits.Theyexplainhownaturaleventscauserapid changetoEarthssurfaceanddescribethekeyfeaturesofoursolarsystem.Theyanalysehowstructuralandbehavioural adaptationsoflivingthingsenhancetheirsurvival,andpredictanddescribetheeffectofenvironmentalchangesonindividual livingthings.Studentsexplainhowscientificknowledgedevelopsfrommanypeoplescontributionsandhowscientific understandings,discoveriesandinventionsaffectpeopleslives. Studentsfollowprocedurestodevelopquestionsthattheycaninvestigateanddesigninvestigationsintosimplecauseand effectrelationships.Whenplanningexperimentalmethods,theyidentifyvariablestobechangedandmeasuredinfairtests. Theymakepredictionsbasedongeneralrulesorpreviousexperiences.Theyidentifyandmanagepotentialsafetyrisks. Theymakeandrecordaccurateobservationsastables,diagramsordescriptions.Theyorganisedataintotablesandgraphs toidentifyandanalysepatternsandrelationships.Theysuggestwhereimprovementstotheirexperimentalmethodsor researchcouldimprovethequalityoftheirdata.Theyrefertodatawhentheyreportfindingsandcommunicatetheirideas, methodsandfindingsusingarangeoftexttypes.
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Level7
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverLevels7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructureshowsystemsatarange ofscalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantify changesandrelativeamounts.InLevel7,studentsexplorethediversityoflifeonEarthandcontinuetodeveloptheir understandingoftheroleofclassificationinorderingandorganisinginformation.Theyuseanddevelopmodelssuchas foodchains,foodwebsandthewatercycletorepresentandanalysetheflowofenergyandmatterthroughecosystems andexploretheimpactofchangingcomponentswithinthesesystems.Theyconsidertheinteractionbetweenmultiple forceswhenexplainingchangesinanobjectsmotion.Theyexplorethenotionofrenewableandnonrenewable resourcesandconsiderhowthisclassificationdependsonthetimescaleconsidered.Theyinvestigaterelationshipsin theEarth,sun,moonsystemandusemodelstopredictandexplainevents.Studentsmakeaccuratemeasurementsand controlvariablestoanalyserelationshipsbetweensystemcomponentsandexploreandexplaintheserelationships throughincreasinglycomplexrepresentations. ScienceUnderstanding Biologicalsciences Therearedifferenceswithinandbetweengroupsof organismsclassificationhelpsorganisethis diversity(ACSSU111)
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consideringthereasonsforclassifyingsuchas identificationandcommunication groupingavarietyoforganismsonthebasisof similaritiesanddifferencesinparticularfeatures consideringhowbiologicalclassificationshavechanged overtime classifyingusinghierarchicalsystemssuchaskingdom, phylum,class,order,family,genus,species usingscientificconventionsfornamingspecies usingprovidedkeystoidentifyorganismssurveyedina localhabitat
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Interactionsbetweenorganismscanbedescribedin termsoffoodchainsandfoodwebshumanactivity canaffecttheseinteractions(ACSSU112)
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usingfoodchainstoshowfeedingrelationshipsina habitat constructingandinterpretingfoodwebstoshow relationshipsbetweenorganismsinanenvironment classifyingorganismsofanenvironmentaccordingto theirpositioninafoodchain recognisingtheroleofmicroorganismswithinfood chainsandfoodwebs investigatingtheeffectofhumanactivityonlocalhabitats, suchasdeforestation,agricultureortheintroductionof newspecies exploringhowlivingthingscancausechangestotheir environmentandimpactotherlivingthings,suchasthe effectofcanetoads researchingspecificexamplesofhumanactivity,suchas theuseoffirebytraditionalAboriginalpeopleandthe effectsofpalmoilharvestinginSumatraandBorneo
Chemicalsciences Mixtures,includingsolutions,containacombination ofpuresubstancesthatcanbeseparatedusinga rangeoftechniques(ACSSU113)
Elaborations
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recognisingthedifferencesbetweenpuresubstances andmixturesandidentifyingexamplesofeach identifyingthesolventandsoluteinsolutions investigatingandusingarangeofphysicalseparation techniquessuchasfiltration,decantation,evaporation, crystallisation,chromatographyanddistillation exploringandcomparingseparationmethodsusedin thehome
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Earthandspacesciences PredictablephenomenaonEarth,includingseasons andeclipses,arecausedbytherelativepositionsof thesun,Earthandthemoon(ACSSU115)
Elaborations
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investigatingnaturalphenomenasuchaslunarandsolar eclipses,seasonsandphasesofthemoon comparingtimesfortherotationofEarth,thesunand moon,andcomparingthetimesfortheorbitsofEarth andthemoon modellingtherelativemovementsoftheEarth,sunand moonandhownaturalphenomenasuchassolarand lunareclipsesandphasesofthemoonoccur explainingwhydifferentregionsoftheEarthexperience differentseasonalconditions consideringwhatismeantbythetermrenewablein relationtotheEarthsresources consideringtimescalesforregenerationofresources comparingrenewableandnonrenewableenergy sources,includinghowtheyareusedinarangeof situations
SomeofEarthsresourcesarerenewable,butothers arenonrenewable(ACSSU116)
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Waterisanimportantresourcethatcyclesthrough theenvironment(ACSSU222)
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consideringthewatercycleintermsofchangesofstate ofwater investigatingfactorsthatinfluencethewatercyclein nature exploringhowhumanmanagementofwaterimpactson thewatercycle
Physicalsciences Changetoanobjectsmotioniscausedby unbalancedforcesactingontheobject(ACSSU117)
Elaborations
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investigatingtheeffectsofapplyingdifferentforcesto familiarobjects investigatingcommonsituationswhereforcesare balanced,suchasstationaryobjects,andunbalanced, suchasfallingobjects investigatingasimplemachinesuchasleverorpulley system exploringhowgravityaffectsobjectsonthesurfaceof Earth consideringhowgravitykeepsplanetsinorbitaroundthe sun
Earthsgravitypullsobjectstowardsthecentreofthe Earth(ACSSU118)
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificknowledgechangesasnewevidence becomesavailable,andsomescientificdiscoveries havesignificantlychangedpeoplesunderstandingof theworld(ACSHE119)

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Elaborations
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investigatinghowadvancesintelescopesandspace probeshaveprovidednewevidenceaboutspace researchingdifferentideasusedinthedevelopmentof modelsofthesolarsystemdevelopedbyscientistssuch asCopernicus,KhayymandGalileo researchingdevelopmentsintheunderstandingof astronomy,suchasthepredictionsofeclipsesandthe calculationofthelengthofthesolarlevelbyAl-Battaniin thetenthcentury consideringhowwateruseandmanagementrelieson knowledgefromdifferentareasofscience,andinvolves theapplicationoftechnology identifyingthecontributionsofAustralianscientiststothe studyofhumanimpactonenvironmentsandtolocal environmentalmanagementprojects investigatinghowlandmanagementpracticesof AboriginalandTorresStraitIslanderpeoplescanhelp informsustainablemanagementoftheenvironment studyingtransnationalcollaborativeresearchinthe Antarctic recognisingthattraditionalandWesternscientific knowledgecanbeusedincombinationtocarefor CountryandPlace
Scienceknowledgecandevelopthrough collaborationandconnectingideasacrossthe disciplinesofscience(ACSHE223)
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Useandinfluenceofscience Scienceandtechnologycontributetofinding solutionstoarangeofcontemporaryissuesthese solutionsmayimpactonotherareasofsocietyand involveethicalconsiderations(ACSHE120)
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Elaborations
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relatingregulationsaboutwearingseatbeltsorsafety helmetstoknowledgeofforcesandmotion consideringissuesrelatingtotheuseandmanagement ofwaterwithinacommunity consideringdecisionsmadeinrelationtotherecyclingof greywaterandblackwater consideringhowhumanactivityinthecommunitycan havepositiveandnegativeeffectsonthesustainabilityof ecosystems investigatingwaystocontrolthespreadofthecanetoad investigatingeverydayapplicationsofphysicalseparation techniquessuchasfiltering,sortingwastematerials, reducingpollution,extractingproductsfromplants, separatingbloodproductsandcleaningupoilspills investigatinghowadvancesinscienceandtechnology havebeenappliedtothetreatmentofwaterinindustrial andhouseholdsystems investigatinghowAboriginalandTorresStraitIslander knowledgeisbeingusedtoinformscientificdecisions, forexamplecareofwaterways researchingthedifferentscientificresponsestothe rabbitplaguesinAustralianagriculturalareas recognisingthatwatermanagementplaysaroleinareas suchasfarming,landmanagementandgardening investigatinghowseparationtechniquesareusedinthe foodandwineindustries consideringhowseasonalchangesaffectpeopleina varietyofactivitiessuchasfarming consideringhowsportsscientistsapplyknowledgeof forcesinordertoimproveperformance
Scienceunderstandinginfluencesthedevelopment ofpracticesinareasofhumanactivitysuchas industry,agricultureandmarineandterrestrial resourcemanagement(ACSHE121)
Peopleuseunderstandingandskillsfromacrossthe disciplinesofscienceintheiroccupations (ACSHE224)
ScienceInquirySkills Questioningandpredicting Identifyquestionsandproblemsthatcanbe investigatedscientificallyandmakepredictions basedonscientificknowledge(ACSIS124) Elaborations

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workingcollaborativelytoidentifyaproblemtoinvestigate recognisingthatthesolutionofsomequestionsand problemsrequiresconsiderationofsocial,cultural, economicormoralaspectsratherthanoraswellas scientificinvestigation usinginformationandknowledgefromprevious investigationstopredicttheexpectedresultsfroman investigation
Elaborations
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Science
Collaborativelyandindividuallyplanandconducta rangeofinvestigationtypes,includingfieldworkand experiments,ensuringsafetyandethicalguidelines arefollowed(ACSIS125)
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workingcollaborativelytodecidehowtoapproachan investigation learningandapplyingspecificskillsandrulesrelatingto thesafeuseofscientificequipment identifyingwhethertheuseoftheirownobservationsand experimentsortheuseofotherresearchmaterialsis appropriatefortheirinvestigation developingstrategiesandtechniquesforeffective researchusingsecondarysources,includinguseofthe internet recognisingthedifferencesbetweencontrolled, dependentandindependentvariables usingadigitalcameratorecordobservationsand compareimagesusinginformationtechnologies usingspecialisedequipmenttoincreasetheaccuracyof measurementwithinaninvestigation
Infairtests,measureandcontrolvariables,and selectequipmenttocollectdatawithaccuracy appropriatetothetask(ACSIS126)
Processingandanalysingdataandinformation Constructandusearangeofrepresentations, includinggraphs,keysandmodelstorepresentand analysepatternsorrelationships,includingusing digitaltechnologiesasappropriate(ACSIS129)
Elaborations
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understandingdifferenttypesofgraphicalandphysical representationandconsideringtheiradvantagesand disadvantages usingspreadsheetstoaidthepresentationandsimple analysisofdata describingthetrendsshownincollecteddata usingdiagrammaticrepresentationstoconveyabstract ideasandtosimplifycomplexsituations comparingandcontrastingdatafromanumberof sourcesinordertocreateasummaryofcollecteddata identifyingdatawhichprovidesevidencetosupportor negatethehypothesisunderinvestigation referringtorelevantevidencewhenpresenting conclusionsdrawnfromaninvestigation
Summarisedata,fromstudentsowninvestigations andsecondarysources,andusescientific understandingtoidentifyrelationshipsanddraw conclusions(ACSIS130)
Evaluating Reflectonthemethodusedtoinvestigateaquestion orsolveaproblem,includingevaluatingthequalityof thedatacollected,andidentifyimprovementstothe method(ACSIS131)
Elaborations
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discussinginvestigationmethodswithotherstoshare ideasaboutthequalityoftheinquiryprocess identifyingandconsideringindicatorsofthequalityofthe datawhenanalysingresults suggestingimprovementstoinquirymethodsbasedon experience usingtheevidenceprovidedbyscientificinvestigationsto evaluatetheclaimsorconclusionsoftheirpeers
Usescientificknowledgeandfindingsfrom investigationstoevaluateclaims(ACSIS132) Communicating
Elaborations
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Communicateideas,findingsandsolutionsto problemsusingscientificlanguageand representationsusingdigitaltechnologiesas appropriate(ACSIS133)
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presentingtheoutcomesofresearchusingeffective formsofrepresentationofdataorideasandscientific languagethatisappropriateforthetargetaudience usingdigitaltechnologiestoaccessinformationandto communicateandcollaboratewithothersonandoffsite
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Level8
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.TheScience asaHumanEndeavourstrandcanproviderelevantcontextsinwhichsciencecanbetaught.Theorderanddetailin whichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebytheteacher. OverLevels7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructureshowsystemsatarange ofscalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantify changesandrelativeamounts.InLevel8,studentsareintroducedtocellsasmicroscopicstructuresthatexplain macroscopicpropertiesoflivingsystems.Theylinkformandfunctionatacellularlevelandexploretheorganisationof bodysystemsintermsofflowsofmatterbetweeninterdependentorgans.Similarly,theyexplorechangesinmatterata particlelevel,anddistinguishbetweenchemicalandphysicalchange.Theybegintoclassifydifferentformsofenergy, anddescribetheroleofenergyincausingchangeinsystems,includingtheroleofheatandkineticenergyintherock cycle.Studentsuseexperimentationtoisolaterelationshipsbetweencomponentsinsystemsandexplainthese relationshipsthroughincreasinglycomplexrepresentations.Theymakepredictionsandproposeexplanations,drawing onevidencetosupporttheirviews. ScienceUnderstanding Biologicalsciences Cellsarethebasicunitsoflivingthingsandhave specialisedstructuresandfunctions(ACSSU149)
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Elaborations
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examiningavarietyofcellsusingalightmicroscope,by digitaltechnologyorbyviewingasimulation distinguishingplantcellsfromanimalorfungalcells identifyingstructureswithincellsanddescribingtheir function recognisingthatsomeorganismsconsistofasinglecell recognisingthatcellsreproduceviacelldivision describingmitosisascelldivisionforgrowthandrepair identifyingtheorgansandoverallfunctionofasystemof amulticellularorganisminsupportingthelifeprocesses describingthestructureofeachorganinasystemand relatingitsfunctiontotheoverallfunctionofthesystem examiningthespecialisedcellsandtissuesinvolvedin structureandfunctionofparticularorgans comparingsimilarsystemsindifferentorganismssuch asdigestivesystemsinherbivoresandcarnivores, respiratorysystemsinfishandmammals distinguishingbetweenasexualandsexualreproduction comparingreproductivesystemsoforganisms
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Multicellularorganismscontainsystemsoforgans thatcarryoutspecialisedfunctionsthatenablethem tosurviveandreproduce(ACSSU150)
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Chemicalsciences
Elaborations
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Thepropertiesofthedifferentstatesofmattercanbe explainedintermsofthemotionandarrangementof particles(ACSSU151)
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explainingwhyamodelforthestructureofmatteris needed modellingthearrangementofparticlesinsolids,liquids andgases usingtheparticlemodeltoexplainobservedphenomena linkingtheenergyofparticlestotemperaturechanges modellingthearrangementofparticlesinelementsand compounds recognisingthatelementsandsimplecompoundscan berepresentedbysymbolsandformulas locatingelementsontheperiodictable identifyingthedifferencesbetweenchemicaland physicalchanges identifyingevidencethatachemicalchangehastaken place investigatingsimplereactionssuchascombining elementstomakeacompound recognisingthatthechemicalpropertiesofasubstance, forexampleitsflammabilityandabilitytocorrode,will affectitsuse
Differencesbetweenelements,compoundsand mixturescanbedescribedataparticlelevel (ACSSU152)
Chemicalchangeinvolvessubstancesreactingto formnewsubstances(ACSSU225)
Earthandspacesciences Sedimentary,igneousandmetamorphicrocks containmineralsandareformedbyprocessesthat occurwithinEarthoveravarietyoftimescales (ACSSU153)
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representingthestagesintheformationofigneous, metamorphicandsedimentaryrocks,including indicationsoftimescalesinvolved identifyingarangeofcommonrocktypesusingakey basedonobservablephysicalandchemicalproperties recognisingthatrocksareacollectionofdifferent minerals consideringtheroleofforcesandenergyintheformation ofdifferenttypesofrocksandminerals recognisingthatsomerocksandminerals,suchas ores,providevaluableresources
Physicalsciences
Elaborations
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Energyappearsindifferentformsincluding movement(kineticenergy),heatandpotentialenergy, andcauseschangewithinsystems(ACSSU155)
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recognisingthatkineticenergyistheenergypossessed bymovingbodies recognisingthatpotentialenergyisstoredenergy,such asgravitational,chemicalandelasticenergy investigatingdifferentformsofenergyintermsofthe effectstheycause,suchasgravitationalpotential causingobjectstofallandheatenergytransferred betweenmaterialsthathaveadifferenttemperature recognisingthatheatenergyisoftenproducedasaby productofenergytransfer,suchasbrakesonacarand lightglobes usingflowdiagramstoillustratechangesbetween differentformsofenergy
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificknowledgechangesasnewevidence becomesavailable,andsomescientificdiscoveries havesignificantlychangedpeoplesunderstandingof theworld(ACSHE134)

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Elaborations
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investigatingdevelopmentsintheunderstandingofcells andhowthisknowledgehasimpactedonareassuchas healthandmedicine discoveringhowpeoplesunderstandingofthenatureof matterhaschangedovertimeasevidenceforparticle theoryhasbecomeavailablethroughdevelopmentsin technology consideringhowtheideaofelementshasdeveloped overtimeasknowledgeofthenatureofmatterhas improved investigatingthedevelopmentofthemicroscopeandthe impactithashadontheunderstandingofcellfunctions anddivision investigatinghowknowledgeofthelocationand extractionofmineralresourcesreliesonexpertisefrom acrossthedisciplinesofscience consideringhowadvancesintechnology,combinedwith scientificunderstandingofthefunctioningofbody systems,hasenabledmedicalsciencetoreplaceor repairorgans researchingtheuseofreproductivetechnologiesand howdevelopmentsinthisfieldrelyonscientific knowledgefromdifferentareasofscience
Scienceknowledgecandevelopthrough collaborationandconnectingideasacrossthe disciplinesofscience(ACSHE226)
Elaborations
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Scienceandtechnologycontributetofindingsolutions toarangeofcontemporaryissuesthesesolutions mayimpactonotherareasofsocietyandinvolve ethicalconsiderations(ACSHE135)
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investigatingrequirementsandthedesignofsystemsfor collectingandrecyclinghouseholdwaste investigatingstrategiesimplementedtomaintainpartof thelocalenvironment,suchasbushland,abeach,a lake,adesertorashoreline investigatinghowenergyefficiencycanreduceenergy consumption investigatingthedevelopmentofvehiclesovertime, includingtheapplicationofsciencetocontemporary designsofsolarpoweredvehicles discussingethicalissuesthatarisefromorgan transplantation describinghowtechnologieshavebeenappliedto modernfarmingtechniquestoimproveyieldsand sustainability investigatinghowAboriginalpeoplerecognise relationshipsinecosystemsbyburningtopromotenew growth,attractanimalsandaffordeasierhuntingand foodgathering describingtheimpactofplantcloningtechniques (asexualproduction)inagriculturesuchashorticulture, fruitproductionandvineyards investigatingtheroleofscienceinthedevelopmentof technologyimportanttotheeconomiesandcommunities oftheAsiaPacificregions,forexamplecarmanufacture, earthquakepredictionandelectronicoptics recognisingtheroleofknowledgeoftheenvironment andecosystemsinanumberofoccupations consideringhowengineersimproveenergyefficiencyof arangeofprocesses recognisingtheroleofknowledgeofcellsandcell divisionsintheareaofdiseasetreatmentandcontrol investigatinghowscientistshavecreatednewmaterials suchassyntheticfibres,heatresistantplasticsand pharmaceuticals
Scienceunderstandinginfluencesthedevelopmentof practicesinareasofhumanactivitysuchasindustry, agricultureandmarineandterrestrialresource management(ACSHE136)
Peopleuseunderstandingandskillsfromacrossthe disciplinesofscienceintheiroccupations (ACSHE227)
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Identifyquestionsandproblemsthatcanbe investigatedscientificallyandmakepredictions basedonscientificknowledge(ACSIS139)
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consideringwhetherinvestigationusingavailable resourcesispossiblewhenidentifyingquestionsor problemstoinvestigate recognisingthatthesolutionofsomequestionsand problemsrequiresconsiderationofsocial,cultural, economicormoralaspectsratherthanoraswellas scientificinvestigation usinginformationandknowledgefromtheirown investigationsandsecondarysourcestopredictthe expectedresultsfromaninvestigation
Planningandconducting Collaborativelyandindividuallyplanandconducta rangeofinvestigationtypes,includingfieldworkand experiments,ensuringsafetyandethicalguidelines arefollowed(ACSIS140)
Elaborations
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workingcollaborativelytodecidehowtobestapproach aninvestigation identifyinganyethicalconsiderationsthatmayapplyto theinvestigation takingintoconsiderationallaspectsoffairtesting, availableequipmentandsafeinvestigationwhen planninginvestigations usingspecialisedequipmenttoincreasetheaccuracyof measurementwithinaninvestigation identifyingandexplainingthedifferencesbetween controlled,dependentandindependentvariables
Infairtests,measureandcontrolvariables,and selectequipmenttocollectdatawithaccuracy appropriatetothetask(ACSIS141)
Processingandanalysingdataandinformation Constructandusearangeofrepresentations, includinggraphs,keysandmodelstorepresentand analysepatternsorrelationships,includingusing digitaltechnologiesasappropriate(ACSIS144)
Elaborations
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describingmeasuresofcentraltendencyandidentifying outliersforquantitativedata explainingthestrengthsandlimitationsof representationssuchasphysicalmodels,diagramsand simulationsintermsoftheattributesofsystems includedornotincluded constructingtables,graphs,keysandmodelsto representrelationshipsandtrendsincollecteddata drawingconclusionsbasedonarangeofevidence includingprimaryandsecondarysources
Summarisedata,fromstudentsowninvestigations andsecondarysources,andusescientific understandingtoidentifyrelationshipsanddraw conclusions(ACSIS145) Evaluating Reflectonthemethodusedtoinvestigateaquestion orsolveaproblem,includingevaluatingthequalityof thedatacollected,andidentifyimprovementstothe method(ACSIS146)
Elaborations
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suggestingimprovementstoinvestigationmethodsthat wouldimprovetheaccuracyofthedatarecorded discussinginvestigationmethodswithotherstoshare ideasaboutthequalityoftheinquiryprocess
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Usescientificknowledgeandfindingsfrom investigationstoevaluateclaims(ACSIS234)
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identifyingthescientificevidenceavailabletoevaluate claims decidingwhetherornottoacceptclaimsbasedon scientificevidence identifyingwheresciencehasbeenusedtomakeclaims relatingtoproductsandpractices
Communicating Communicateideas,findingsandsolutionsto problemsusingscientificlanguageand representationsusingdigitaltechnologiesas appropriate(ACSIS148)
Elaborations
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usingdigitaltechnologiestoconstructarangeoftext typestopresentscienceideas Selectingandusingappropriatelanguageand representationstocommuncatescienceideaswithina specifiedtexttypeandforaspecifiedaudience
BytheendofLevel8,studentsinvestigatedifferentformsofenergyandexplainhowenergytransfersandtransformations causechangeinsimplesystems.Theyusetheparticlemodeltopredict,compareandexplainthephysicalandchemical propertiesandbehavioursofsubstances.Theydescribeandapplytechniquestoseparatepuresubstancesfrommixtures. Theyprovideevidenceforobservedchemicalchangesintermsofcolourchange,heatchange,gasproductionand precipitateformation.Theyuseequationstodescribesimplechemicalreactions.Theyanalysetherelationshipbetween structureandfunctionatcell,organandbodysystemlevels.Theyusedichotomouskeystoidentifyandclassifylivingthings. Theyexplainhowlivingorganismscanbeclassifiedintomajortaxonomicgroupsbasedonobservablesimilaritiesand differences.Theypredicttheeffectofenvironmentalchangesonfeedingrelationships.Theydistinguishbetweendifferent typesofsimplemachinesandpredict,representandanalysetheeffectsofunbalancedforces,includingEarthsgravity,on motion.Theycompareprocessesofrockformation,includingthetimescalesinvolved,andanalysehowthesustainable useofresourcesdependsonthewaytheyareformedandcyclethroughEarthsystems.Theymodelhowtherelative positionsofEarth,sunandmoonaffectphenomenaonEarth.Studentsexplainhowevidencehasledtoanimproved understandingofascientificidea.Theydiscusshowscienceknowledgecanbeappliedtogeneratesolutionsto contemporaryproblemsandexplainhowthesesolutionsmayimpactonsociety. Studentsidentifyandconstructquestionsandproblemsthattheycaninvestigatescientifically.Theyplanexperiments, identifyingvariablestobechanged,measuredandcontrolled.Theyconsideraccuracyandethicswhenplanning investigations,includingdesigningfieldorexperimentalmethods.Studentssummarisedatafromdifferentsourcesand constructrepresentationsoftheirdatatorevealandanalysepatternsandtrends,andusethesewhenjustifyingtheir conclusions.Theyexplainhowmodificationstomethodscouldimprovethequalityoftheirdataandapplytheirownscientific knowledgeandinvestigationfindingstoevaluateclaimsmadebyothers.Theyuseappropriatescientificlanguageand representationstocommunicatescienceideas,methodsandfindingsinarangeoftexttypes.
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Level9
TheScienceInquirySkillsandtheScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.In theirplanning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothe contentoftheScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedover thetwolevelperiod.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway. Theorderanddetailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobe madebytheteacher. OverLevels7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructures,howsystemsatarange ofscalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantify changesandrelativeamounts.InLevel9,studentsconsidertheoperationofsystemsatarangeofscales.Theyexplore waysinwhichthehumanbodyasasystemrespondstoitsexternalenvironmentandtheinterdependenciesbetween bioticandabioticcomponentsofecosystems.Theyareintroducedtothenotionoftheatomasasystemofprotons, electronsandneutrons,andhowthissystemcanchangethroughnucleardecay.Theylearnthatmattercanbe rearrangedthroughchemicalchangeandthatthesechangesplayanimportantroleinmanysystems.Theyare introducedtotheconceptoftheconservationofmatterandbegintodevelopamoresophisticatedviewofenergytransfer. Theybegintoapplytheirunderstandingofenergyandforcestoglobalsystemssuchascontinentalmovement. ScienceUnderstanding Biologicalsciences Multicellularorganismsrelyoncoordinatedand interdependentinternalsystemstorespondto changestotheirenvironment(ACSSU175)
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Elaborations
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describinghowtherequirementsforlife(forexample oxygen,nutrients,waterandremovalofwaste)areprovided throughthecoordinatedfunctionofbodysystemssuchas therespiratory,circulatory,digestive,nervousandexcretory systems explaininghowbodysystemsworktogethertomaintaina functioningbodyusingmodels,flowdiagramsor simulations identifyingresponsesusingnervousandendocrine systems investigatingtheresponseofthebodytochangesasa resultofthepresenceofmicroorganisms investigatingtheeffectsonhumansofexposureto electromagneticradiationssuchasXraysandmicrowaves exploringinteractionsbetweenorganismssuchas predator/prey,parasites,competitors,pollinatorsand disease examiningfactorsthataffectpopulationsizessuchas seasonalchanges,destructionofhabitats,introduced species consideringhowenergyflowsintoandoutofanecosystem viathepathwaysoffoodwebs,andhowitmustbereplaced tomaintainthesustainabilityofthesystem investigatinghowecosystemschangeasaresultofevents suchasbushfires,droughtandflooding
Ecosystemsconsistofcommunitiesof interdependentorganismsandabioticcomponents oftheenvironmentmatterandenergyflowthrough thesesystems(ACSSU176)
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Chemicalsciences Allmatterismadeofatomswhicharecomposedof protons,neutronsandelectronsnatural radioactivityarisesfromthedecayofnucleiin atoms(ACSSU177)
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Elaborations
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describingandmodellingthestructureofatomsintermsof thenucleus,protons,neutronsandelectrons comparingthemassandchargeofprotons,neutronsand electrons describinginsimpletermshowalphaandbetaparticles andgammaradiationarereleasedfromunstableatoms identifyingreactantsandproductsinchemicalreactions modellingchemicalreactionsintermsofrearrangementof atoms describingobservedreactionsusingwordequations consideringtheroleofenergyinchemicalreactions recognisingthattheconservationofmassinachemical reactioncanbedemonstratedbysimplechemical equations investigatingreactionsofacidswithmetals,bases,and carbonates investigatingarangeofdifferentreactionstoclassifythem asexothermicorendothermic recognisingtheroleofoxygenincombustionreactionsand comparingcombustionwithotheroxidationreactions comparingrespirationandphotosynthesisandtheirrolein biologicalprocesses describinghowtheproductsofcombustionreactionsaffect theenvironment
Chemicalreactionsinvolverearrangingatomsto formnewsubstancesduringachemicalreaction massisnotcreatedordestroyed(ACSSU178)
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Chemicalreactions,includingcombustionandthe reactionsofacids,areimportantinbothnonliving andlivingsystemsandinvolveenergytransfer (ACSSU179)
Earthandspacesciences Thetheoryofplatetectonicsexplainsglobal patternsofgeologicalactivityandcontinental movement(ACSSU180)
Elaborations
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recognisingthemajorplatesonaworldmap modellingseafloorspreading relatingtheoccurrenceofearthquakesandvolcanicactivity toconstructiveanddestructiveplateboundaries consideringtheroleofheatenergyandconvectioncurrents inthemovementoftectonicplates relatingtheextremeageandstabilityofalargepartofthe Australiancontinenttoitsplatetectonichistory
Physicalsciences
Elaborations
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Energytransferthroughdifferentmediumscanbe explainedusingwaveandparticlemodels (ACSSU182)
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exploringhowandwhythemovementofenergyvaries accordingtothemediumthroughwhichitistransferred discussingthewaveandparticlemodelsandhowtheyare usefulforunderstandingaspectsofphenomena investigatingthetransferofheatintermsofconvection, conductionandradiation,andidentifyingsituationsin whicheachoccurs understandingtheprocessesunderlyingconvectionand conductionintermsoftheparticlemodel investigatingfactorsthataffectthetransferofenergy throughanelectriccircuit exploringthepropertiesofwaves,andsituationswhere energyistransferredintheformofwaves,suchassound andlight
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificunderstanding,includingmodelsand theories,arecontestableandarerefinedovertime throughaprocessofreviewbythescientific community(ACSHE157)

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Elaborations
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investigatingthehistoricaldevelopmentofmodelsofthe structureoftheatom investigatinghowthetheoryofplatetectonicsdeveloped, basedonevidencefromseafloorspreadingand occurrenceofearthquakesandvolcanicactivity consideringhowideasaboutdiseasetransmissionhave changedfrommedievaltimetothepresentasknowledge hasdeveloped investigatingtheworkofscientistssuchasRutherford, PierreandMarieCurieonradioactivityandsubatomic particles investigatinghowmodelscanbeusedtopredictthe changesinpopulationsduetoenvironmentalchanges, suchastheimpactoffloodingorfireonrabbitorkangaroo populations consideringhowcommonpropertiesofelectromagnetic radiationrelatetoitsuses,suchasradar,medicine, mobilephonecommunicationsandmicrowavecooking investigatingtechnologiesinvolvedinthemappingof continentalmovement consideringhowthedevelopmentofimagingtechnologies haveimprovedourunderstandingofthefunctionsand interactionsofbodysystems
Advancesinscientificunderstandingoftenrelyon developmentsintechnologyandtechnological advancesareoftenlinkedtoscientificdiscoveries (ACSHE158)
Elaborations
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Peoplecanusescientificknowledgetoevaluate whethertheyshouldacceptclaims,explanationsor predictions(ACSHE160)
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usingknowledgeofsciencetotestclaimsmadein advertisingorexpressedinthemedia describinghowscienceisusedinthemediatoexplaina naturaleventorjustifyactions evaluatingclaimsrelatingtoproductssuchaselectrical devices,fuels,indigestiontablets consideringtheimpactsofhumanactivityonanecosystem fromarangeofdifferentperspectives investigatinghowtechnologiesusingelectromagnetic radiationareusedinmedicine,suchasinthedetection andtreatmentofcancer investigatingtheuseofnanotechnologyinmedicine,such asthedeliveryofpharmaceuticals consideringtheimpactoftechnologicaladvances developedinAustralia,suchasthecochlearimplantand bioniceye consideringhowcommunicationmethodsareinfluenced bynewmobiletechnologiesthatrelyonelectromagnetic radiation recognisingaspectsofscience,engineeringand technologywithincareerssuchasmedicine,medical technology,telecommunications,biomechanical engineering,pharmacyandphysiology consideringhowtechnologieshavebeendevelopedto meettheincreasingneedsformobilecommunication investigatinghowscientificandtechnologicaladvances havebeenappliedtominimisingpollutionfromindustry consideringhowchoicesrelatedtotheuseoffuelsare influencedbyenvironmentalconsiderations investigatingtheworkofAustralianscientistssuchas FionaWoodandMarieStoneronartificialskin consideringsafesoundlevelsforhumansand implicationsintheworkplaceandleisureactivities investigatingcontemporaryscienceissuesrelatedtoliving inaPacificcountrylocatednearplateboundaries,for exampleJapan,Indonesia,NewZealand
Advancesinscienceandemergingsciencesand technologiescansignificantlyaffectpeopleslives, includinggeneratingnewcareeropportunities (ACSHE161)
Thevaluesandneedsofcontemporarysocietycan influencethefocusofscientificresearch (ACSHE228)
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Formulatequestionsorhypothesesthatcanbe investigatedscientifically(ACSIS164)
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usinginternetresearchtoidentifyproblemsthatcanbe investigated evaluatinginformationfromsecondarysourcesaspartof theresearchprocess revisingandrefiningresearchquestionstotargetspecific informationanddatacollectionorfindingasolutiontothe specificproblemidentified developingideasfromstudentsownorothers' investigationsandexperiencestoinvestigatefurther
Planningandconducting Plan,selectanduseappropriateinvestigation methods,includingfieldworkandlaboratory experimentation,tocollectreliabledataassess riskandaddressethicalissuesassociatedwith thesemethods(ACSIS165)
Elaborations
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explainingthechoiceofvariablestobecontrolled,changed andmeasuredinaninvestigation identifyingthepotentialhazardsofchemicalsorbiological materialsusedinexperimentalinvestigations ensuringthatanyinvestigationinvolvingorimpactingon animalsisjustified,humaneandconsiderateofeach animal'sneeds usingmodellingandsimulations,includingusingdigital technologytoinvestigatesituationsandevents combiningresearchusingprimaryandsecondarysources withstudents'ownexperimentalinvestigation consideringhowinvestigationmethodsandequipment mayinfluencethereliablityofcollecteddata usingprobesanddataloggerstorecordinformation applyingspecificskillsfortheuseofscientificinstruments
Selectanduseappropriateequipment,including digitaltechnologies,tosystematicallyand accuratelycollectandrecorddata(ACSIS166) Processingandanalysingdataandinformation Analysepatternsandtrendsindata,including describingrelationshipsbetweenvariablesand identifyinginconsistencies(ACSIS169)
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Elaborations
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usingspreadsheetstopresentdataintablesandgraphical formsandtocarryoutmathematicalanalysesondata describingsampleproperties(suchasmean,median, range,largegapsvisibleonagraph)topredict characteristicsofthelargerpopulation designingandconstructingappropriategraphsto representdataandanalysinggraphsfortrendsand patterns comparingconclusionswithearlierpredictionsand reviewingscientificunderstandingwhereappropriate suggestingmorethanonepossibleexplanationofthedata presented
Useknowledgeofscientificconceptstodraw conclusionsthatareconsistentwithevidence (ACSIS170)
Evaluating
Elaborations
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Evaluateconclusions,includingidentifyingsources ofuncertaintyandpossiblealternativeexplanations, anddescribespecificwaystoimprovethequalityof thedata(ACSIS171) Criticallyanalysethevalidityofinformationin secondarysourcesandevaluatetheapproaches usedtosolveproblems(ACSIS172)
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identifyinggapsorweaknessesinconclusions(theirown orthoseofothers) identifyingalternativeexplanationsthatarealsoconsistent withtheevidence discussingwhatismeantby'validity'andhowwecan evaluatethevalidityofinformationinsecondarysources researchingthemethodsusedbyscientistsinstudies reportedinthemedia describinghowscientificargumentsareusedtomake decisionsregardingpersonalandcommunityissues
Communicating Communicatescientificideasandinformationfora particularpurpose,includingconstructingevidence basedargumentsandusingappropriatescientific language,conventionsandrepresentations (ACSIS174)
Elaborations
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presentingresultsandideasusingformalexperimental reports,oralpresentations,slideshows,poster presentationsandcontributingtogroupdiscussions usingsecondarysourcesaswellasstudentsown findingstohelpexplainascientificconcept usingtheinternettofacilitatecollaborationinjointprojects anddiscussions
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Science
Level10
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwolevelband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentof theScienceUnderstandingstrandfortherelevantleveltoensurethatthesetwostrandsareaddressedoverthetwolevel period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentshouldbetaughtinanintegratedway. Theorderanddetailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobe madebytheteacher. IntheLevel10curriculumstudentsexploresystemsatdifferentscalesandconnectmicroscopicandmacroscopic propertiestoexplainphenomena.Studentsexplorethebiological,chemical,geologicalandphysicalevidencefor differenttheories,suchasthetheoriesofnaturalselectionandtheBigBang.Atomictheoryisdevelopedtounderstand relationshipswithintheperiodictable.Understandingmotionandforcesarerelatedbyapplyingphysicallaws. Relationshipsbetweenaspectsoftheliving,physicalandchemicalworldareappliedtosystemsonalocalandglobal scaleandthisenablesstudentstopredicthowchangeswillaffectequilibriumwithinthesesystems. ScienceUnderstanding Biologicalsciences Thetransmissionofheritablecharacteristicsfrom onegenerationtothenextinvolvesDNAand genes(ACSSU184)
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Elaborations
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describingtheroleofDNAastheblueprintforcontrollingthe characteristicsoforganisms usingmodelsanddiagramstorepresenttherelationship betweenDNA,genesandchromosomes recognisingthatgeneticinformationpassedontooffspring isfrombothparentsbymeiosisandfertilisation representingpatternsofinheritanceofasimple dominant/recessivecharacteristicthroughgenerationsofa family predictingsimpleratiosofoffspringgenotypesand phenotypesincrossesinvolvingdominant/recessivegene pairsoringenesthataresexlinked describingmutationsaschangesinDNAorchromosomes andoutliningthefactorsthatcontributetocausingmutations outliningprocessesinvolvedinnaturalselectionincluding variation,isolationandselection describingbiodiversityasafunctionofevolution investigatingchangescausedbynaturalselectionina particularpopulationasaresultofaspecifiedselection pressuresuchasartificialselectioninbreedingfordesired characteristics relatinggeneticcharacteristicstosurvivalandreproductive rates evaluatingandinterpretingevidenceforevolution,including thefossilrecord,chemicalandanatomicalsimilarities,and geographicaldistributionofspecies
Thetheoryofevolutionbynaturalselection explainsthediversityoflivingthingsandis supportedbyarangeofscientificevidence (ACSSU185)
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Science
Chemicalsciences Theatomicstructureandpropertiesofelements areusedtoorganisetheminthePeriodicTable (ACSSU186)
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Elaborations
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recognisingthatelementsinthesamegroupoftheperiodic tablehavesimilarproperties describingthestructureofatomsintermsofelectronshells explaininghowtheelectronicstructureofanatom determinesitspositionintheperiodictableandits properties investigatingthechemicalactivityofmetals investigatinghowchemistrycanbeusedtoproducearange ofusefulsubstancessuchasfuels,metalsand pharmaceuticals predictingtheproductsofdifferenttypesofsimplechemical reactions usingwordorsymbolequationstorepresentchemical reactions investigatingtheeffectofarangeoffactors,suchas temperatureandcatalysts,ontherateofchemicalreactions
Differenttypesofchemicalreactionsareusedto producearangeofproductsandcanoccurat differentrates(ACSSU187)
Earthandspacesciences Theuniversecontainsfeaturesincludinggalaxies, starsandsolarsystemsandtheBigBangtheory canbeusedtoexplaintheoriginoftheuniverse (ACSSU188)
Elaborations
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identifyingtheevidencesupportingtheBigBangtheory,such asEdwinHubblesobservationsandthedetectionof microwaveradiation recognisingthattheageoftheuniversecanbederived usingknowledgeoftheBigBangtheory describinghowtheevolutionoftheuniverse,includingthe formationofgalaxiesandstars,hascontinuedsincetheBig Bang investigatinghowhumanactivityaffectsglobalsystems modellingacycle,suchasthewater,carbon,nitrogenor phosphoruscyclewithinthebiosphere explainingthecausesandeffectsofthegreenhouseeffect investigatingtheeffectofclimatechangeonsealevelsand biodiversity consideringthelongtermeffectsoflossofbiodiversity investigatingcurrentlyoccurringchangestopermafrostand seaiceandtheimpactsofthesechanges examiningthefactorsthatdrivethedeepoceancurrents, theirroleinregulatingglobalclimate,andtheireffectson marinelife
Globalsystems,includingthecarboncycle,relyon interactionsinvolvingthebiosphere,lithosphere, hydrosphereandatmosphere(ACSSU189)
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Physicalsciences
Elaborations
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Science
Energyconservationinasystemcanbeexplained bydescribingenergytransfersand transformations(ACSSU190)
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recognisingthattheLawofConservationofEnergyexplains thattotalenergyismaintainedinenergytransferand transformation recognisingthatinenergytransferandtransformation,a varietyofprocessescanoccur,sothattheusableenergyis reducedandthesystemisnot100%efficient comparingenergychangesininteractionssuchascar crashes,pendulums,liftinganddropping usingmodelstodescribehowenergyistransferredand transformedwithinsystems gatheringdatatoanalyseeverydaymotionsproducedby forces,suchasmeasurementsofdistanceandtime,speed, force,massandacceleration recognisingthatastationaryobject,oramovingobjectwith constantmotion,hasbalancedforcesactingonit usingNewtonsSecondLawtopredicthowaforceaffects themovementofanobject recognisingandapplyingNewtonsThirdLawtodescribe theeffectofinteractionsbetweentwoobjects
Themotionofobjectscanbedescribedand predictedusingthelawsofphysics(ACSSU229)
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificunderstanding,includingmodelsand theories,arecontestableandarerefinedovertime throughaprocessofreviewbythescientific community(ACSHE191)

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Elaborations
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consideringtheroleofdifferentsourcesofevidence includingbiochemical,anatomicalandfossilevidencefor evolutionbynaturalselection investigatingthedevelopmentoftheWatsonandCrick doublehelixmodelforthestructureofDNA investigatingthehistoryandimpactofdevelopmentsin geneticknowledge investigatingthedevelopmentoftheperiodictableandhow thiswasdependentonexperimentalevidenceatthetime consideringtheroleofscienceinidentifyingandexplaining thecausesofclimatechange recognisingthatAustralianscientistssuchasBrianSchmidt andPennySackettareinvolvedintheexplorationandstudy oftheuniverse
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Science
Advancesinscientificunderstandingoftenrelyon developmentsintechnologyandtechnological advancesareoftenlinkedtoscientificdiscoveries (ACSHE192)
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recognisingthatthedevelopmentoffastcomputershas madepossibletheanalysisofDNAsequencing,radio astronomysignalsandotherdata consideringhowcomputermodellinghasimproved knowledgeandpredictabilityofphenomenasuchasclimate changeandatmosphericpollution researchingexamplesofmajorinternationalscientific projects,forexampletheLargeHadronColliderandthe InternationalSpaceStation consideringhowinformationtechnologycanbeappliedto differentareasofsciencesuchasbioinformaticsandthe SquareKilometreArray
Useandinfluenceofscience Peoplecanusescientificknowledgetoevaluate whethertheyshouldacceptclaims,explanations orpredictions(ACSHE194)
Elaborations
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describinghowscienceisusedinthemediatoexplaina naturaleventorjustifypeoplesactions usingknowledgeofsciencetotestclaimsmadein advertising consideringthescientificknowledgeusedindiscussions relatingtoclimatechange evaluatingclaimsrelatingtoenvironmentalfootprints predictingfutureapplicationsofaspectsofnanotechnology onpeopleslives recognisingthatthestudyoftheuniverseandtheexploration ofspaceinvolveteamsofspecialistsfromthedifferent branchesofscience,engineeringandtechnology consideringhowthecomputingrequirementsinmanyareas ofmodernsciencedependonpeopleworkingintheareaof informationtechnology investigatingtheapplicationsofgenetechnologiessuchas genetherapyandgeneticengineering recognisingthatscientificdevelopmentsinareassuchas sustainabletransportandlowemissionselectrical generationrequirepeopleworkinginarangeoffieldsof science,engineeringandtechnology
Advancesinscienceandemergingsciencesand technologiescansignificantlyaffectpeopleslives, includinggeneratingnewcareeropportunities (ACSHE195)
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Science
Thevaluesandneedsofcontemporarysociety caninfluencethefocusofscientificresearch (ACSHE230)
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investigatingtechnologiesassociatedwiththereductionof carbonpollution,suchascarboncapture consideringinnovativeenergytransferdevices,including thoseusedintransportandcommunication investigatingtheuseandcontrolofCFCsbasedonscientific studiesofatmosphericozone recognisingthatfinancialbackingfromgovernmentsor commercialorganisationsisrequiredforscientific developmentsandthatthiscandeterminewhatresearchis carriedout consideringtheuseofgenetictestingfordecisionssuchas geneticcounselling,embryoselection,identificationof carriersofgeneticmutationsandtheuseofthisinformation forpersonaluseorbyorganisationsuchasinsurance companiesormedicalfacilities
ScienceInquirySkills Questioningandpredicting Formulatequestionsorhypothesesthatcanbe investigatedscientifically(ACSIS198)

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developinghypothesesbasedonwelldevelopedmodels andtheories usinginternetresearchtoidentifyproblemsthatcanbe investigated formulatingquestionsthatcanbeinvestigatedwithinthe scopeoftheclassroomorfieldwithavailableresources developingideasfromstudentsownorothers' investigationsandexperiencestoinvestigatefurther evaluatinginformationfromsecondarysourcesaspartofthe researchprocess
Planningandconducting Plan,selectanduseappropriateinvestigation methods,includingfieldworkandlaboratory experimentation,tocollectreliabledataassess riskandaddressethicalissuesassociatedwith thesemethods(ACSIS199)
Elaborations
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combiningresearchusingprimaryandsecondarysources withastudent'sownexperimentalinvestigation usingmodellingandsimulations,includingusingdigital technology,toinvestigatesituationsandevents Decidinghowmuchdataareneededtoproducereliable measurements consideringpossibleconfoundingvariablesoreffectsand ensuringthesearecontrolled identifyingthepotentialhazardsofchemicalsorbiological materialsusedinexperimentalinvestigations identifyingsafetyrisksandimpactsonanimalwelfareand ensuringtheseareeffectivelymanagedwithinthe investigation
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Science
Selectanduseappropriateequipment,including digitaltechnologies,tosystematicallyand accuratelycollectandrecorddata(ACSIS200)
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selectingandusingprobesanddataloggerstorecord information applyingspecificskillsfortheuseofscientificinstruments identifyingwherehumanerrorcaninfluencethereliabilityof data
Processingandanalysingdataandinformation Analysepatternsandtrendsindata,including describingrelationshipsbetweenvariablesand identifyinginconsistencies(ACSIS203)
Elaborations
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usingspreadsheetstopresentdataintablesandgraphical formsandtocarryoutmathematicalanalysesondata describingsampleproperties(suchasmean,median, range,largegapsvisibleonagraph)topredict characteristicsofthelargerpopulation,acknowledging uncertaintiesandtheeffectsofoutliers exploringrelationshipsbetweenvariablesusing spreadsheets,databases,tables,charts,graphsand statistics usingprimaryorsecondaryscientificevidencetosupportor refuteaconclusion constructingascientificargumentshowinghowtheir evidencesupportstheirclaim
Useknowledgeofscientificconceptstodraw conclusionsthatareconsistentwithevidence (ACSIS204)
Evaluating Evaluateconclusions,includingidentifying sourcesofuncertaintyandpossiblealternative explanations,anddescribespecificwaysto improvethequalityofthedata(ACSIS205)
Elaborations
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evaluatingthestrengthofaconclusionthatcanbeinferred fromaparticulardataset distinguishingbetweenrandomandsystematicerrorsand howthesecanaffectinvestigationresults identifyingalternativeexplanationsthatarealsoconsistent withtheevidence researchingthemethodsusedbyscientistsinstudies reportedinthemedia judgingthevalidityofsciencerelatedmediareportsandhow thesereportsmightbeinterpretedbythepublic describinghowscientificarguments,aswellasethical, economicandsocialarguments,areusedtomake decisionsregardingpersonalandcommunityissues
Criticallyanalysethevalidityofinformationin secondarysourcesandevaluatetheapproaches usedtosolveproblems(ACSIS206)
Communicating
Elaborations
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Science
Communicatescientificideasandinformationfor aparticularpurpose,includingconstructing evidencebasedargumentsandusingappropriate scientificlanguage,conventionsand representations(ACSIS208)
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usingtheinternettofacilitatecollaborationinjointprojects anddiscussions constructingevidencebasedargumentsandengagingin debateaboutscientificideas presentingresultsandideasusingformalexperimental reports,oralpresentations,slideshows,poster presentationsandcontributingtogroupdiscussions usingarangeofrepresentations,includingmathematical andsymbolicforms,tocommunicatescienceideas
BytheendofLevel10,studentsexplaintheconceptofenergyconservationandmodelenergytransferandtransformation withinsystems.Theyanalysehowbiologicalsystemsfunctionandrespondtoexternalchangeswithreferenceto interdependencies,energytransfersandflowsofmatter.Theyevaluatetheevidenceforscientifictheoriesthatexplainthe originoftheuniverseandthediversityoflifeonEarth.TheyexplaintheroleofDNAandgenesincelldivisionandgenetic inheritance.Theyapplygeologicaltimescalestoelaboratetheirexplanationsofbothnaturalselectionandevolution.They explainhowsimilaritiesinthechemicalbehaviourofelementsandtheircompoundsandtheiratomicstructuresare representedinthewaytheperiodictablehasbeenconstructed.Theycomparethepropertiesofarangeofelements representativeofthemajorgroupsandperiodsintheperiodictable.Theyuseatomicsymbolsandbalancedchemical equationstosummarisechemicalreactions,includingneutralisationandcombustion.Theyexplainnaturalradioactivityin termsofatomsandenergychange.Theyexplainhowdifferentfactorsinfluencetherateofreactions.Theyexplainglobal featuresandeventsintermsofgeologicalprocessesandtimescales,anddescribeandanalyseinteractionsandcycles withinandbetweenEarthsspheres.Theygivebothqualitativeandquantitativeexplanationsoftherelationshipsbetween distance,speed,acceleration,massandforcetopredictandexplainmotion.Studentsanalysehowthemodelsandtheories theyusehavedevelopedovertimeanddiscussthefactorsthatpromptedtheirreview.Theypredicthowfutureapplicationsof scienceandtechnologymayaffectpeopleslives. Studentsdevelopquestionsandhypothesesthatcanbeinvestigatedusingarangeofinquiryskills.Theyindependently designandimproveappropriatemethodsofinvestigationincludingthecontrolandaccuratemeasurementofvariablesand systematiccollectionofdata.Theyexplainhowtheyhaveconsideredreliability,safety,fairnessandethicsintheirmethods andidentifywheredigitaltechnologiescanbeusedtoenhancethequalityofdata.Theyanalysetrendsindata,explain relationshipsbetweenvariablesandidentifysourcesofuncertainty.Whenselectingevidenceanddevelopingandjustifying conclusions,theyaccountforinconsistenciesinresultsandidentifyalternativeexplanationsforfindings.Studentsevaluate thevalidityandreliabilityofclaimsmadeinsecondarysourceswithreferencetocurrentlyheldscientificviews,thequalityof themethodologyandtheevidencecited.Theyconstructevidencebasedargumentsanduseappropriatescientificlanguage, representationsandtexttypeswhencommunicatingtheirfindingsandideasforspecificpurposes.
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Thinking Processes
2 2 2 3 7 7 8 9 10 11 12 13 14 15 17 18
Thinking Processes
IntroductiontoThinkingProcesses
Ourworldandtheworldofthefuturedemandthatallstudentsaresupportedtobecomeeffectiveandskilfulthinkers. Thinkingvalidatesexistingknowledgeandenablesindividualstocreatenewknowledgeandtobuildideasandmake connectionsbetweenthem.Itentailsreasoningandinquirytogetherwithprocessingandevaluatinginformation.Itenables theexplorationofperceptionsandpossibilities.Italsoinvolvesthecapacitytoplan,monitorandevaluateonesownthinking, andrefineandtransformideasandbeliefs. TheThinkingProcessesdomainencompassesarangeofcognitive,affectiveandmetacognitiveknowledge,skillsand behaviourswhichareessentialforstudentstofunctioneffectivelyinsociety,bothwithinandbeyondschool. Anexplicitfocusonthinkingandtheteachingofthinkingskillsaimstodevelopstudentsthinkingtoaqualitativelyhigher level.Studentsneedtobesupportedtomovebeyondthelowerordercognitiveskillsofrecallandcomprehensiontothe developmentofhigherorderprocessesrequiredforcreativeproblemsolving,decisionmakingandconceptualising.In addition,theyneedtodevelopthecapacityformetacognitionthecapacitytoreflectonandmanagetheirownthinking.This canonlyhappeniftheschoolandclassroomculturevaluesandpromotesthinkingandifstudentsareprovidedwith sufficienttimetothink,reflect,andengageinsustaineddiscussion,deliberationandinquiry.Studentsneedchallenging taskswhichstimulate,encourageandsupportskilfulandeffectivethinking. Afocusonthedevelopmentofthinkingcompetencieswithinspecificareasofthecurriculumandacrossitnotonlyservesas acoreintegrativefunction,italsohasthepotentialtoprovidecontinuityinapproachestolearningfromFoundationtoLevel10 andtoemphasisetheviewthatsuchknowledge,skillsandbehavioursareimportanttolifelonglearning.Toemphasisethis, teachersmodelskilfulandeffectivethinkingandmaketheirownthinkingexplicitaspartoftheireverydaypractice. Thinkingskillscanbedefinedinavarietyofways.Manydifferenttaxonomiesandmodelsforteachingthinkinghavebeen developed.Eachclassificationschemehasitsstrengthsandweaknesses.However,whateverthesystemorsystemsbeing used,allseektoimprovethequalityofstudentthinking.
StructureoftheThinkingProcessesDomain
TheThinkingProcessesdomaininAusVELSusesanelevenlevelstructuretobothreflectthedesignofthenewAustralian CurriculumandtoprovideaconsistentstructureacrossalltheAusVELSdomains(formoredetails,pleaseseeOverview). Eachlevelincludesalearningfocusstatementand,fromLevel3,asetofstandardsorganisedbydimension.
Learningfocus
Standards
Standardsdefinewhatstudentsshouldknowandbeabletodoatdifferentlevelsandarewrittenforeachdimension.In ThinkingProcesses,standardsforassessingandreportingonstudentachievementapplyfromLevel3. Dimensions StandardsintheThinkingProcessesdomainareorganisedinthreedimensions:
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Reasoning,processingandinquiry
Thinking Processes
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Creativity Reflection,evaluationandmetacognition.
TheReasoning,processingandinquirydimensionencompassestheknowledge,skillsandbehavioursrequiredtoenable studentstoinquireintotheworldaroundthem,andtousecriticalthinkingtoanalyseandevaluateinformationthey encounter.Studentslearntoassembleandquestioninformationanddevelopopinionsbasedoninformedjudgments.They alsodevelopthecapacitytotransforminformationintocoherentknowledgestructures.
Creativity
Thecapacitytothinkcreativelyisacentralcomponentofbeingabletosolveproblemsandbeinnovative.IntheCreativity dimension,studentslearntoseekinnovativealternativesandusetheirimaginationtogeneratepossibilities.Theylearnto takeriskswiththeirthinkingandmakenewconnections.
Reflection,evaluationandmetacognition
Learningisenhancedwhenindividualsdevelopthecapacitytoreflecton,andrefinetheirexistingideasandbeliefs.Inthe Reflection,evaluationandmetacognitiondimension,studentslearntoreflectonwhattheyknowanddevelopawareness thatthereismoretoknow.Theylearntoquestiontheirperspectivesandthoseofothers.Theyevaluatethevalidityoftheir ownandothersideas.Theyalsodeveloptheirmetacognitiveskillsinplanning,monitoringandevaluatingtheirownthinking processesandstrategies.
StagesofLearninginThinkingProcesses
AusVELStakesaccountofthedevelopmentalstagesoflearningyoungpeopleexperienceatschool.Whilestudentlearning isacontinuumanddifferentstudentsdevelopatdifferentrates,theybroadlyprogressthroughthreestagesoflearning. Thefollowingstatementsdescribewaysinwhichthesecharacteristicsrelatetolearningexperiencesandstandardsineach ofthethreestagesoflearningintheThinkingProcessesdomain. Ourunderstandingofhowweconstructanddeconstructthoughtsisnotanexactsciencenotwothinkingstylesarethe same,preferenceschangeovertime,andstudentsareuniqueindividuals. Studentstendtoprogressfrombeingconcretetoabstractthinkersastheydevelopincreasingexpertiseinalearning domain,andacrossthedomains.Thisistosomeextentadevelopmentalprocess.However,itisalsoaffectedbyother factors,suchaslevelsofinterest,contextandthequalityofinstruction. Concretethinkersarelikelytocreatemeaningmosteffectivelywhenknowledgeandskillsaredevelopedsequentially,one stepatatime,usinglogicalprocesses.Whenstudentsengageinconcretethinking,theytendtointerpretinformationinterms ofitspracticalityorusefulness.Theyhaveapreferenceforkinaestheticorvisualwaysofreceivinginformation,andtendto likequestionsthathaveananswer,ratherthanquestionsthatarepurelyspeculative. AbstractthinkersareabletomakeconnectionsandtransferknowledgewithgreaterflexibilitythanconcretethinkersWhen studentsengageinabstractthinking,theytendtothinkinideasorrepresentations.Theyspeculateaboutpossibilitiesand conclusions,anddevelopbeliefsonthebasisofthese.Abstractthinkersaremorecapableofbuildingmeaninginnonlinear formsbycreatingpatternsandoverallframeworks.Theyaremorelikelytohaveinsightsinrandomways. FoundationtoLevel4Layingthefoundations
Thinking Processes
Webuildourbrainsthroughexperience,bothrealandperceived.Knowledgegrowsasourneuronsmakenewconnections, andastheyincreaseordecreasethestrengthofexistingnetworksinthebrain.Informationentersthebrainthroughexisting networksofneurons.Itistheseexistingnetworks,thispriorknowledge,whichisthebasisforconstructingnew understanding.Welearnbyattachingthenewtotheold,alwaysbuildingonwhathasgonebefore.Sometimestheold networksaresopowerfulthattheybecomeabarriertonewknowledgeandweoftencarrychildhoodbeliefswithusfora lifetime,evenwhenweknowthattheyaretechnicallyincorrect. Frombirth,childrenusealloftheiravailablesensestogivemeaningtotheirworld.Thethinkingbrainevolvedbybuildingon partsthatareinvolvedinemotionandfeelings,causingthinkingandfeelingtobeintricatelylinked.Feelingsdirectlyinfluence ourthoughts,behavioursandattitudes:forinstance,stressmayleadtoimpairedcognitionandfearmayresultinthephysical deteriorationofmemorysystemsnoveltyandpositivestimulationmayleadtoaheightenedlevelofalertnessandmotivation. Ouremotionscandistract,aswellasmotivate.Thecapacitytomanageemotionssothattheyarecompatiblewithataskisa keythinkingskill.Studentswholearntomanagetheirimpulsesearlyinschoolingaremoreinclinedtomaintainthought conduciveemotionalstatesforexample,beingpersistent,calmandcontemplative. Childrenbuildtheirabilitytoreasonfromacontext,orenvironment.Theenvironmentprovidesthepractices,assumptions andvaluesuponwhichreasoningisconstructed.Itfollowsthatifstudentsfailtounderstandthenormsandvaluesofa classroom,theywillhavedifficultyunderstandingthereasoningthatflowsfromthosenormsandvalues,andtheywillbe subsequentlyhinderedintheircapacitytotransferthatsocialisingskilltomoreformalapplications. Atthisstage,studentslearndiscreteknowledge,skillsandbehavioursthatdeveloptheirthinking.Theymakecomparisons, identifyingsimilaritiesanddifferencestheyclassifyobjectsaccordingtocommonpropertiestheylearnaboutsequences andotherpatternstheyexperimentwithcauseandeffectandtheylearnaboutthelinkbetweenmemoryandunderstanding. Thesediscretethinkingtoolsformthebasisforbecomingeffectivethinkerswithrespecttomorecomplexpatternsand frameworks. Studentsbuildthesethinkingprocessesinconcreteways,hencephysicalrepresentationsofideasandpatternshelpthem tounderstand,explore,organiseandreflect.Theseedsofcomplexthinkingprocessesareapparentinthisstageoflearning whenstudentsaregeneratingquestionsandseekinganswers,experimenting,employingtrialanderror,anddrawingon existingknowledgetounderstandanewtask.Theyarebeginningtounderstandthatcomplexthinkingmayleadtoachange ofviewpoint. Levels5to8Buildingbreadthanddepth Thisstageoflearningmarkstheshiftfromintrinsictoextrinsicmotivation.Atschool,studentsbecomeincreasingly independentoffamily,andmorealignedwithpeers.Independenceimpliesademandforselfdeterminationinallaspectsof life,includingthinkingandlearning.Youngpeoplebeginmakingchoicesaboutwhatisimportantandunimportant,whatis relevantandwhatisnot.Theybegintocomprehendthatcertaintyisrarelyguaranteed,thattheworldisfullofcomplexityand contradiction:theremaybemorethanoneanswertoaquestionandsometimesthereisnoanswer. Theadolescentbrainremainsintheprocessofdevelopment.Theparietalandtemporalareasmediatingspatial,sensory, auditoryandlanguagefunctionsappearlargelydeveloped,butthefrontallobesarestillmaturing.Consequently,students arestilldevelopingtheircapacitiesinmatterssuchasplanning,organising,andanticipatingconsequences.Itiscriticalthat studentsmethodicallypractisetheseskills.Betweentheagesof10and14levels,thebraingoesthroughaperiodwhen synapticpruningoccursattwicetheratecomparedtoanyotherstageinlife.Thebrainisactivelyhardwiringitself, strengtheningandincreasingconnectionstoimprovecapacityinareasthatarebeingused,anddiscardingconnectionsin areasthatarenotbeingused,orareunderutilised.
Thinking Processes
Itisimportantthatstudentsbegintheshiftfromdirectedanddiscretethinkingtasks,tousingthinkingskillsinamoreflexible anddiscretionaryway.Theydothis,inpart,byinvolvingthemselvesinextendedprojectswithaplanandanoutcome.They practiseapplyingknowledgeanddiversethinkingskillstospecificproblems,andreflectontheirworkwhattheyhavedone competentlyandwhattheymightimprove,whattheyenjoyed,andwhattheylearnedfromothers.Theyrepeatsometasks, andtheyconsiderhowtheymightapplyknowledge,skillsandbehaviourstootherapplicationsandaspectsoftheirlives. (Thistransitioniscomplexandoccursovermanylevels,withdevelopmentandspecialisationcontinuingbeyondschooling). Peersbecomeakeyinfluenceonattitudes.Studentswillattimesbeconsumedbytheirpeerrelationships,bothemotionally andcognitively.Manyoftheircomplexthinkingskillswillbeconceivedintheenvironmentoftheirinterpersonalexperiences. Theywilltransfertheseskillstomoreformalapplications,especiallywhentheimportanceoftheseexperiencesis recognisedandutilisedbytheirteachers.Atthisstage,ethicsandmoralityareextendedintouniversalvaluesthatinform friendship,cultureandnationhood.Theories,laws,principlesandmodelsaddmeaningtosocialandphysicalenvironments, bothlocalanduniversal. Withthecognitivecentresofthebrainstilldeveloping,theemotionalcentresaremoreactive.Withotherphysicalchanges alsooccurringduringthisstage,youngpeoplearemoresensitiveto,andinfluencedby,emotionsthanatothertimesintheir lives.Consequently,asthinkerstheywillbemoreresponsivetoexperientialactivities,asopposedtoactivitiesthataresolely drivenbyconceptsandtheory.Theawareness,understandinganduseoffeelingsandsensesbecomecentraltothe developmentofthinkingskillssuchasperception,understanding,memorising,abstracting,analysinganddecisionmaking. Levels9to10Developingpathways BythetimestudentsreachLevel9theyarewellintoadolescenceandarebeginningtolooktowardstheirfuturerolesinlife. Theyarereflectingandreorientingthemselves,developingapersonalpointofviewandapersonalplaceinlife,and obligations,responsibility,andsocialexpectationsarebecomingmoreprominent.Thesenewresponsibilitiesand expectationscanbeseenasadventure,learningandgrowththeycanalsoinstilfear,lossofconfidence,andinsecurity. Adolescentsarematuringphysicallyatyoungeragesandenteringtheadultworldofworkandfamilyatolderagesthishas ledtolessclearrolesforbothparentsandadolescents.Studentsarebecomingindependentoffamilybyacquiringa personalpointofviewinrelationtocivics,ethics,beliefsandvalues.Peersbecomeanincreasingsourceofsupportand influence.Atthisstage,somestudentsmayreachanawarenessofuniversalvaluesandethicalprinciples. Motivationandeffortwillbelinkedwithasenseofidentity,purpose,andbeliefsaboutself.Manyactivitiesandexperiencesat schoolmaynottriggercuriosity,activateinformationseekingordevelopcompetence.However,inrelationtoabroader perspectiveoftheself,itisimportantthatstudentsunderstandtheneedtodowellatschooltoprepareforthepursuitoflife choicesand/orcareergoals.Thedevelopmentofemotionalmanagementandpositivecopingskillsarekeythinkingrelated behavioursinthisstageoflearning,correlatingwithstudentsbeingconsistentlytaskfocusedandabletopersistthroughto achievement. Competentlearnersarebeginningtousemorespecialisedcognitivestrategiesthaninearlierlevels.Theyaredeveloping coherentstructuresofknowledgeandbeginningtobuildexpertise.Theybegintounderstandthemethodologies,language, skillsandbehavioursassociatedwithdiscretelearningdomains.Theyexpresspreferencesforparticularstylesofthinking andlearning,andthesepreferencestendtoinformmotivationandcompetence.Theirbeliefsaboutpersonalstrengthsand weaknessesinfluencetheirlevelsofeffortandpersonalchoice.Thisinturn,isoftenreinforcedbythedevelopmentof strategiesandhabits. Increasedspecialisationrequiresthedevelopmentofroutinestudy,organisational,notetakingandexaminationpreparation habits.Thesegraduallyincreaseincomplexity,requiringstudentstodevelopcognitiveskillssuchastheuseofdeliberate memoryandconcentrationtechniques,andtheadaptableuseofgraphicrepresentationsforideas,thinkingprocessesand frameworks.
Thinking Processes
Studentscontinuetorefineresearchmethodologies,employingcomplexquestioning,andformingconclusionsand communicatingdatausingavarietyofmedia.Previouslyrecognisedpatternsbecometheories,laws,principlesandmodels. Withencouragementandguidancefromtheirteachers,motivatedstudentswillidentifythebigquestions,andwillengagein extendedprocessesinvolvingcomplexthinking.Theywill(creatively)constructand(usecriticalanalysisto)deconstruct ideas,concepts,eventsandobjects.Theywillcompare,classify,inductanddeduct,analyse,detecterrors,constructsupport, abstract,judge,problemsolve,experiment,invent,investigate,applyandtransfer,inflexibleanddeliberateways.Theywill reflectontheeffectivenessandusefulnessoftheseendeavours.Inthisway,theywillbedevelopingcreativeandcritical thinkingabilities,andapplyingthemtotheexpansionoftheirknowledgeandskills.
Thinking Processes
Foundationlevel
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinThinkingProcesses,theyexploreawidevarietyof familiarcontexts.Withencouragementandsupport,theywonder,questionandbecomeadventurousintheirthinking aboutthesecontexts.Studentspractiseusingalloftheirsensestodevelopskillsinmakingobservationswhichthey shareandrecord. Studentsbegintolookforsimplepatternsintheirobservationsbyclassifyingfamiliaritemsandbylookingforsimilarities anddifferences.Inintegratinginformationfromtheirownobservations,informationfrompeers,teachersandother adults,andinformationfromprintandnonprinttexts,theybegintodevelopsimpleexplanationsforthephenomenathey observe.Theseexplanationsnotnecessarilycompletearethestartingpointforfurtherquestionsandexploration. Whenstudentsconsidertheexplanationsofothers,theybegintoask,Howdoyouknow?andWhatmakesyouthink that?andconsiderarangeofpossibleresponses. Studentsusearangeofsimplethinkingtoolstogatherandprocessinformation.Theyreflectontheirthinking(for example,whytheythinkwhattheythinkaboutatext)andtaketimetoconsiderbeforeresponding.
Standards
InThinkingProcesses,standardsforassessingandreportingonstudentachievementareintroducedatLevel3.The learningfocusstatementsforLevels1and2provideadviceaboutlearningexperiencesthatwillassiststudentstowork towardstheachievementofthestandardsatLevel4.
Thinking Processes
Level1
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinThinkingProcesses,theyexplorethecommunityand environmentaroundthem,andincreasinglyconsidercontextsandinformationwhichliebeyondtheirimmediate experience.Questionsandwonderingareencouraged,recordedandshared,andbecomethebasisforfurtherlearning. Studentsdeveloptheirskillsinmakingaccurateobservationsaboutpeopleandevents,andtheybegintouseavarietyof meanstorecordtheirobservations.Theydeveloptheirownexplanationsfortheobservationstheymakeandlearnto questiontheaccuracyofotherpeoplesexplanations.Theybegintounderstandthatpeoplearemorelikelytobelievean explanationifevidenceorreasonsareprovided.Theydeveloptheirskillsinusingarangeofsourcesofinformationwhen investigatingselectedquestions. Studentspractiseorderingandsequencingtheirideas.Theybegintoclassifyconcepts,objectsandideasusinggiven criteriaanddescribe,compareandcontrasttheseclassifications.Theyuseavarietyofthinkingtoolstoassistwith recognisingpatternsinsurroundingeventsandobjects. Whenpresentedwithsimpleproblems,studentsworkwithpeerstodeveloparangeofcreativesolutionsandtesttheir effectivenessagainstgivencriteria.Promptedbyquestions,theybegintoreflectontheirthinkingprocesses.
Standards
Thinking Processes
Level2
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinThinkingProcesses,theyexplorethecommunityand environmentaroundthem,andincreasinglyconsidercontextsandinformationwhichliebeyondtheirimmediate experience.Questionsandwonderingareencouraged,recordedandshared,andbecomethebasisforfurtherlearning. Studentsdeveloptheirskillsinmakingaccurateobservationsaboutpeopleandevents,andtheybegintouseavarietyof meanstorecordtheirobservations.Theydeveloptheirownexplanationsfortheobservationstheymakeandlearnto questiontheaccuracyofotherpeoplesexplanations.Theybegintounderstandthatpeoplearemorelikelytobelievean explanationifevidenceorreasonsareprovided.Theydeveloptheirskillsinusingarangeofsourcesofinformationwhen investigatingselectedquestions. Studentspractiseorderingandsequencingtheirideas.Theybegintoclassifyconcepts,objectsandideasusinggiven criteriaanddescribe,compareandcontrasttheseclassifications.Theyuseavarietyofthinkingtoolstoassistwith recognisingpatternsinsurroundingeventsandobjects. Whenpresentedwithsimpleproblems,studentsworkwithpeerstodeveloparangeofcreativesolutionsandtesttheir effectivenessagainstgivencriteria.Promptedbyquestions,theybegintoreflectontheirthinkingprocesses.
Standards
Thinking Processes
Level3
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinThinkingProcesses,theyexploreaspectsoftheir natural,constructedandsocialworld,wonderinganddevelopingquestionsaboutit.Theyusearangeofsourcesof informationincludingobservationsandfindingsfromtheirowninvestigationstoanswerthesequestions.Students developstrategiesfororganisingandsummarisinginformationandreflectingontheirthinking.Theybegintocategorise knowledgeandideas,identifypatterns,andformgeneralisations.Theylearntomakeconnectionsbetweenbothnewand establishedideasandtheirownknowledge. Withthinkingtoolstoassistthem,studentsbegintoaskmorefocusedandclarifyingquestions.Theydevelopskillsin collectingandorganisingideasfromarangeofsourcestoconstructknowledge.Theylearntoquestionthevalidityof sources,communicateandrecordtheirquestions,responsesandthoughts,andgivereasonsforconclusions. Studentsparticipateinavarietyofinvestigationsandactivitiesinvolvingproblemsolvingthatencouragethemto experimentwitharangeofcreativesolutions.Theybegintoreflectontheapproachestheyusetoassistthemtoform theirsolutions.Theyexploreideascreativelyforexample,byengagingwithnewideasandotherperspectives. Studentsgivereasonsforchangesthatmayoccurintheirthinking.Theybegintorecognisethatothersmayhavedifferent opinionsandunderstandthatreasoningcanbeinfluencedbystrongfeelings.Theybegintoquestionarguments presentedtothemforexample,thosebasedontheassertionthateverybodyknowsorIjustknow. Studentsdeveloplanguagetodescribespecificthinkingprocessesand,withsupport,usethinkingtoolstoassistthemto completeagiventask.Theycontinuetoreflectregularlyontheirthinking,learningtodescribetheirthinkingprocesses verbally.
Standards
10
Thinking Processes
Level4
LearningFocus
AsstudentsworktowardstheachievementofLevel4standardsinThinkingProcesses,theyexploreaspectsoftheir natural,constructedandsocialworld,wonderinganddevelopingquestionsaboutit.Theyusearangeofsourcesof informationincludingobservationsandfindingsfromtheirowninvestigationstoanswerthesequestions.Students developstrategiesfororganisingandsummarisinginformationandreflectingontheirthinking.Theybegintocategorise knowledgeandideas,identifypatterns,andformgeneralisations.Theylearntomakeconnectionsbetweenbothnewand establishedideasandtheirownknowledge. Withthinkingtoolstoassistthem,studentsbegintoaskmorefocusedandclarifyingquestions.Theydevelopskillsin collectingandorganisingideasfromarangeofsourcestoconstructknowledge.Theylearntoquestionthevalidityof sources,communicateandrecordtheirquestions,responsesandthoughts,andgivereasonsforconclusions. Studentsparticipateinavarietyofinvestigationsandactivitiesinvolvingproblemsolvingthatencouragethemto experimentwitharangeofcreativesolutions.Theybegintoreflectontheapproachestheyusetoassistthemtoform theirsolutions.Theyexploreideascreativelyforexample,byengagingwithnewideasandotherperspectives. Studentsgivereasonsforchangesthatmayoccurintheirthinking.Theybegintorecognisethatothersmayhavedifferent opinionsandunderstandthatreasoningcanbeinfluencedbystrongfeelings.Theybegintoquestionarguments presentedtothemforexample,thosebasedontheassertionthateverybodyknowsorIjustknow. Studentsdeveloplanguagetodescribespecificthinkingprocessesand,withsupport,usethinkingtoolstoassistthemto completeagiventask.Theycontinuetoreflectregularlyontheirthinking,learningtodescribetheirthinkingprocesses verbally.
Standards
AtLevel4,studentscollectinformationfromarangeofsourcestoanswertheirownandothersquestions.Theyquestion thevalidityofsourceswhenappropriate.Theyapplythinkingstrategiestoorganiseinformationandconceptsinavariety ofcontexts,includingproblemsolvingactivities.Theyprovidereasonsfortheirconclusions. Creativity
AtLevel4,studentsapplycreativeideasinpracticalwaysandtestthepossibilitiesofideastheygenerate.Theyuse openendedquestioningandintegrateavailableinformationtoexploreideas. Reflection,evaluationandmetacognition
AtLevel4,studentsidentifystrategiestheyusetoorganisetheirideas,anduseappropriatelanguagetoexplaintheir thinking.Theyidentifyandprovidereasonsfortheirpointofview,andjustifychangesintheirthinking.
11
Thinking Processes
Level5
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinThinkingProcesses,theymakeobservationsand posequestionsaboutpeopleandeventswithinandbeyondtheirownexperience,anddevelopagrowingawarenessof thecomplexityoftheworldaroundthem. Usingthesequestionsasabasis,studentsundertakeinvestigationsindependentlyandwithothers.Theirinvestigations includetimeforsustaineddiscussion,deliberationandinquiry,withteachersprovidingappropriatetoolsandsupportin thisprocess.Studentsdevelopstrategiestofindsuitablesourcesofinformationandtheylearntodistinguishbetween factandopinion.Theydevelopanunderstandingofhowourviewsaresociallyconstructedandnotalwaysbasedon evidence. Studentsincreasetheirrepertoireofthinkingstrategiesforgatheringandprocessinginformation.Theseinclude identifyingsimplecauseandeffect,elaboratingandanalysing,anddevelopinglogicalarguments.Theybegintoconsider whichstrategiesmaybemostappropriateforparticularlearningcontexts.Theyincreasinglyfocusontasksthatrequire flexiblethinkingfordecisionmaking,synthesisandcreativity. Studentsparticipateinactivitiesinwhichtheyidentifyproblemsthatneedtobesolved.Theyusearangeoftechniquesto representtheproblemand,workingindividuallyandwithothers,developarangeofcreativesolutionsandexplorethe advantagesofgeneratingunconventionalratherthanconventionalsolutions.Theybegintodevelopcriteriatoselectand prioritisepossiblesolutions. Theylearntomakelinksbetweenideasanduseportfoliosand/orjournalstoreflectonhowtheirideasandbeliefs changeovertime.Instructuredactivities,theypractisetransferringtheirknowledgetonewcontexts.
Standards
12
Thinking Processes
Level6
LearningFocus
AsstudentsworktowardstheachievementofLevel6standardsinThinkingProcesses,theymakeobservationsand posequestionsaboutpeopleandeventswithinandbeyondtheirownexperience,anddevelopagrowingawarenessof thecomplexityoftheworldaroundthem. Usingthesequestionsasabasis,studentsundertakeinvestigationsindependentlyandwithothers.Theirinvestigations includetimeforsustaineddiscussion,deliberationandinquiry,withteachersprovidingappropriatetoolsandsupportin thisprocess.Studentsdevelopstrategiestofindsuitablesourcesofinformationandtheylearntodistinguishbetween factandopinion.Theydevelopanunderstandingofhowourviewsaresociallyconstructedandnotalwaysbasedon evidence. Studentsincreasetheirrepertoireofthinkingstrategiesforgatheringandprocessinginformation.Theseinclude identifyingsimplecauseandeffect,elaboratingandanalysing,anddevelopinglogicalarguments.Theybegintoconsider whichstrategiesmaybemostappropriateforparticularlearningcontexts.Theyincreasinglyfocusontasksthatrequire flexiblethinkingfordecisionmaking,synthesisandcreativity. Studentsparticipateinactivitiesinwhichtheyidentifyproblemsthatneedtobesolved.Theyusearangeoftechniquesto representtheproblemand,workingindividuallyandwithothers,developarangeofcreativesolutionsandexplorethe advantagesofgeneratingunconventionalratherthanconventionalsolutions.Theybegintodevelopcriteriatoselectand prioritisepossiblesolutions. Theylearntomakelinksbetweenideasanduseportfoliosand/orjournalstoreflectonhowtheirideasandbeliefs changeovertime.Instructuredactivities,theypractisetransferringtheirknowledgetonewcontexts.
Standards
AtLevel6,studentsdeveloptheirownquestionsforinvestigation,collectrelevantinformationfromarangeofsources andmakejudgmentsaboutitsworth.Theydistinguishbetweenfactandopinion.Theyusetheinformationtheycollectto developconcepts,solveproblemsorinformdecisionmaking.Theydevelopreasonedargumentsusingsupporting evidence. Creativity
AtLevel6,studentsusecreativethinkingstrategiestogenerateimaginativesolutionswhensolvingproblems.They demonstratecreativityintheirthinkinginarangeofcontextsandtestthepossibilitiesofconcreteandabstractideas generatedbythemselvesandothers. Reflection,evaluationandmetacognition
AtLevel6,studentsuseabroadrangeofthinkingprocessesandtools,andreflectonandevaluatetheireffectiveness. Theyarticulatetheirthinkingprocesses.Theydocumentchangesintheirideasandbeliefsovertime.
13
Thinking Processes
Level7
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinThinkingProcesses,theyparticipateinincreasingly complexinvestigationsandactivitiesinwhichtheyseekevidencetosupporttheirconclusions,andinvestigatethevalidity ofotherpeoplesideasforexample,bytestingthecredibilityofdifferingaccountsofthesameevent,questioning conclusionsbasedonverysmallorbiasedsamplesofdata,andidentifyingandquestioninggeneralisations.Fromsuch investigationsandactivities,studentslearntomakeandjustifychangestotheirthinkinganddevelopawarenessthat othersmayhaveperceptionsdifferentfromtheirown. Studentsdrawonanincreasingrangeofcontextstoformulatethequestionsthatdrivetheirinvestigations.They participateinchallengingtasksthatstimulate,encourageandsupportthedevelopmentoftheirthinking.Theyapplya rangeofdisciplinebasedmethodologiestoconductinquiriesandgather,analyseandsynthesiseinformation.They gatherinformationfromavarietyofsourcesandbegintodistinguishbetweendifferenttypes(forexample,quantitative andqualitative)andsources(primaryandsecondary)ofdata.Theybegintosynthesisebothselfselectedandteacher directedinformationtomakemeaning.Theyrecognisethecomplexityofmanyoftheideasandconceptstheyare exploringandusearangeofthinkingstrategiestodevelopconnections. Studentsincreasinglyfocusontasksthatrequirecreativethinkingforunderstanding,synthesisanddecisionmaking. Theydevelopcreativethinkingbehavioursandstrategiesthroughflexibleapproachesforexample,considering alternativeperspectives,suspendingjudgment,seekingnewinformationandtestingnovelideas.Theyevaluate alternativeconclusionsandperspectivesusingcriteriadevelopedindividuallyandincollaborationwiththeirpeers. Studentsreflectontheirownlearning,seekingtorefineexistingideasandbeliefswhenprovidedwithcontradictory evidence.Theydeveloptheircapacitytoidentify,monitorandevaluatethethinkingskillsandstrategiestheyuse.During theirinvestigationsandinquiriestheyusespecificlanguagetodiscusstheirthinkingandreflectontheirthinking processes.Theyreflecton,modifyandevaluatetheirthinkingstrategies.
Standards
14
Thinking Processes
Level8
LearningFocus
AsstudentsworktowardstheachievementofLevel8standardsinThinkingProcesses,theyparticipateinincreasingly complexinvestigationsandactivitiesinwhichtheyseekevidencetosupporttheirconclusions,andinvestigatethevalidity ofotherpeoplesideasforexample,bytestingthecredibilityofdifferingaccountsofthesameevent,questioning conclusionsbasedonverysmallorbiasedsamplesofdata,andidentifyingandquestioninggeneralisations.Fromsuch investigationsandactivities,studentslearntomakeandjustifychangestotheirthinkinganddevelopawarenessthat othersmayhaveperceptionsdifferentfromtheirown. Studentsdrawonanincreasingrangeofcontextstoformulatethequestionsthatdrivetheirinvestigations.They participateinchallengingtasksthatstimulate,encourageandsupportthedevelopmentoftheirthinking.Theyapplya rangeofdisciplinebasedmethodologiestoconductinquiriesandgather,analyseandsynthesiseinformation.They gatherinformationfromavarietyofsourcesandbegintodistinguishbetweendifferenttypes(forexample,quantitative andqualitative)andsources(primaryandsecondary)ofdata.Theybegintosynthesisebothselfselectedandteacher directedinformationtomakemeaning.Theyrecognisethecomplexityofmanyoftheideasandconceptstheyare exploringandusearangeofthinkingstrategiestodevelopconnections. Studentsincreasinglyfocusontasksthatrequirecreativethinkingforunderstanding,synthesisanddecisionmaking. Theydevelopcreativethinkingbehavioursandstrategiesthroughflexibleapproachesforexample,considering alternativeperspectives,suspendingjudgment,seekingnewinformationandtestingnovelideas.Theyevaluate alternativeconclusionsandperspectivesusingcriteriadevelopedindividuallyandincollaborationwiththeirpeers. Studentsreflectontheirownlearning,seekingtorefineexistingideasandbeliefswhenprovidedwithcontradictory evidence.Theydeveloptheircapacitytoidentify,monitorandevaluatethethinkingskillsandstrategiestheyuse.During theirinvestigationsandinquiriestheyusespecificlanguagetodiscusstheirthinkingandreflectontheirthinking processes.Theyreflecton,modifyandevaluatetheirthinkingstrategies.
Standards
AtLevel8,studentsusearangeofquestiontypes,andlocateandselectrelevantinformationfromvariedsourceswhen undertakinginvestigations.Whenidentifyingandsynthesisingrelevantinformation,theyusearangeofappropriate strategiesofreasoningandanalysistoevaluateevidenceandconsidertheirownandotherspointsofview.Theyusea rangeofdisciplinebasedmethodologies.Theycompleteactivitiesfocusingonproblemsolvinganddecisionmaking whichinvolveanincreasingnumberofvariablesandsolutions. Creativity
AtLevel8,studentsapplycreativethinkingstrategiestoexplorepossibilitiesandgeneratemultipleoptions,problem definitionsandsolutions.Theydemonstratecreativity,inthewaystheyengagewithandexploreideasinarangeof contexts. Reflection,evaluationandmetacognition
15
Thinking Processes
AtLevel8,studentsexplainthepurposeofarangeofthinkingtoolsandusetheminappropriatecontexts.Theyuse specificlanguagetodescribetheirthinkingandreflectontheirthinkingprocessesduringtheirinvestigations.Theymodify andevaluatetheirthinkingstrategies.Theydescribeandexplainchangesthatmayoccurintheirideasandbeliefsover time.
16
Thinking Processes
Level9
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinThinkingProcesses,theybecomediscriminating thinkers,capableofmakinginformeddecisionsaboutcontroversialandcomplexissues.Theyaresupportedtoputeffort intosustainedthinkinginordertoconstructdeepunderstandingofkeyconceptsacrossthecurriculum.Theycontinually reflectontheirownthinkingandidentifyassumptionsthatmayinfluencetheirideas.Theyseektodevelopcoherent knowledgestructuresandrecognisegapsintheirunderstanding.Theyarechallengedtoidentify,use,reflecton,evaluate andmodifyavarietyofeffectivethinkingstrategiestoinformfuturechoices. Studentsbegintoformulateandtesthypotheses,contentionsandconjecturesandtocollectevidencetosupportorreject them.Theydeveloptheirskillsinsynthesisingcomplexinformationandsolvingproblemsthatincludeawiderangeof variables.Studentsdevelopquestioningtechniquesappropriatetothecomplexityofideastheyinvestigate,toprobeinto andelicitinformationfromvaryingsources.Theyworkwithotherstomodifytheirinitialquestionsandtodevelopfurther theirunderstandingthatsourcesofinformationmayvaryintheirvalidity. Studentsexploredifferingperspectivesandissuesindepthandidentifyarangeofcreativepossibilities.Theyare encouragedtoexamineandacknowledgearangeofperspectivesonanissueandtoaccommodatediversity.They engagepositivelywithnoveltyanddifferenceandareinnovativeinthewaystheydefineandworkthroughtasks,andfind solutions.Theypractisecreativethinkingbehavioursandstrategiestofindsolutions,synthesiseinformationand understandcomplexideas. Ininquiryprojects,studentsselectappropriatestrategiesandconnectexistingknowledgeandnewknowledgeto processandorganiseinformation.Theybegintoanalysetherelationshipsbetweenideas,andsynthesisethesetoform coherentknowledge. Studentsrecognisethatdifferentdisciplinesusedifferentmethodologiestocreateandverifyknowledge.Theyinvestigate avarietyofdisciplinebasedmethodologiesandreflectontheirusefulnessindifferentcontextsforexample,the applicationofthescientificmethodologyofhypothesis,observation,datacollectionandconclusionincontextsotherthan science.Theycontinuetoevaluatetheirsolutionsusingappropriatecriteriaandidentifyassumptionsthatmayunderpina particularlineofreasoning.
Standards
17
Thinking Processes
Level10
LearningFocus
AsstudentsworktowardstheachievementofLevel10standardsinThinkingProcesses,theybecomediscriminating thinkers,capableofmakinginformeddecisionsaboutcontroversialandcomplexissues.Theyaresupportedtoputeffort intosustainedthinkinginordertoconstructdeepunderstandingofkeyconceptsacrossthecurriculum.Theycontinually reflectontheirownthinkingandidentifyassumptionsthatmayinfluencetheirideas.Theyseektodevelopcoherent knowledgestructuresandrecognisegapsintheirunderstanding.Theyarechallengedtoidentify,use,reflecton,evaluate andmodifyavarietyofeffectivethinkingstrategiestoinformfuturechoices. Studentsbegintoformulateandtesthypotheses,contentionsandconjecturesandtocollectevidencetosupportorreject them.Theydeveloptheirskillsinsynthesisingcomplexinformationandsolvingproblemsthatincludeawiderangeof variables.Studentsdevelopquestioningtechniquesappropriatetothecomplexityofideastheyinvestigate,toprobeinto andelicitinformationfromvaryingsources.Theyworkwithotherstomodifytheirinitialquestionsandtodevelopfurther theirunderstandingthatsourcesofinformationmayvaryintheirvalidity. Studentsexploredifferingperspectivesandissuesindepthandidentifyarangeofcreativepossibilities.Theyare encouragedtoexamineandacknowledgearangeofperspectivesonanissueandtoaccommodatediversity.They engagepositivelywithnoveltyanddifferenceandareinnovativeinthewaystheydefineandworkthroughtasks,andfind solutions.Theypractisecreativethinkingbehavioursandstrategiestofindsolutions,synthesiseinformationand understandcomplexideas. Ininquiryprojects,studentsselectappropriatestrategiesandconnectexistingknowledgeandnewknowledgeto processandorganiseinformation.Theybegintoanalysetherelationshipsbetweenideas,andsynthesisethesetoform coherentknowledge. Studentsrecognisethatdifferentdisciplinesusedifferentmethodologiestocreateandverifyknowledge.Theyinvestigate avarietyofdisciplinebasedmethodologiesandreflectontheirusefulnessindifferentcontextsforexample,the applicationofthescientificmethodologyofhypothesis,observation,datacollectionandconclusionincontextsotherthan science.Theycontinuetoevaluatetheirsolutionsusingappropriatecriteriaandidentifyassumptionsthatmayunderpina particularlineofreasoning.
Standards
AtLevel10,studentsdiscriminateinthewaytheyuseavarietyofsources.Theygeneratequestionsthatexplore perspectives.Theyprocessandsynthesisecomplexinformationandcompleteactivitiesfocusingonproblemsolvingand decisionmakingwhichinvolveawiderangeandcomplexityofvariablesandsolutions.Theyemployappropriate methodologiesforcreatingandverifyingknowledgeindifferentdisciplines.Theymakeinformeddecisionsbasedontheir analysisofvariousperspectivesand,sometimescontradictory,information. Creativity
18
Thinking Processes
AtLevel10,studentsexperimentwithinnovativepossibilitieswithintheparametersofatask.Theytakecalculatedrisks whendefiningtasksandgeneratingsolutions.Theyapplyselectivelyarangeofcreativethinkingstrategiestobroaden theirknowledgeandengagewithcontentious,ambiguous,novelandcomplexideas. Reflection,evaluationandmetacognition
AtLevel10,whenreviewinginformationandrefiningideasandbeliefs,studentsexplainconsciouschangesthatmay occurintheirownandothersthinkingandanalysealternativeperspectivesandperceptions.Theyexplainthedifferent methodologiesusedbydifferentdisciplinestocreateandverifyknowledge.Theyusespecifictermstodiscusstheir thinking,selectandusethinkingprocessesandtoolsappropriatetoparticulartasks,andevaluatetheireffectiveness.
19

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VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inDance,studentsmirrorthemovementsofapartnerandthenperformthesamemovementsexpressingcontrasting emotions inDrama,studentsroleplaysituationsandevents,sustainingrole/characterthroughouttheirgrouporsolo performance.

Theyexperimentwithimaginativeandinnovativewaysofgeneratingideasandmanipulatingartselements,principles and/orconventionstoexplorethepotentialofideas,gaininginspirationfromabroadrangeofsources,includingarts worksfromdifferentcultures,stylesandhistoricalcontexts.Forexample:

inMedia,studentsresearchmediatextsfocusingontheuseofarangeofmediatechnologiesintheproductionand presentationofnewsindifferenthistoricalcontexts,andthencreatearealorimaginednewsitemfortheirschool communitybyworkingcollaborativelyfrompreproductiontopostproductionandpresentationofthenewsitem.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inDance,studentsmirrorthemovementsofapartnerandthenperformthesamemovementsexpressingcontrasting emotions inDrama,studentsroleplaysituationsandevents,sustainingrole/characterthroughouttheirgrouporsolo performance.

Theyexperimentwithimaginativeandinnovativewaysofgeneratingideasandmanipulatingartselements,principles and/orconventionstoexplorethepotentialofideas,gaininginspirationfromabroadrangeofsources,includingarts worksfromdifferentcultures,stylesandhistoricalcontexts.Forexample:

inMedia,studentsresearchmediatextsfocusingontheuseofarangeofmediatechnologiesintheproductionand presentationofnewsindifferenthistoricalcontexts,andthencreatearealorimaginednewsitemfortheirschool communitybyworkingcollaborativelyfrompreproductiontopostproductionandpresentationofthenewsitem.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Studentsworkbothindependentlyandcollaborativelytodevelopcreativeandeffectivewaysofcombiningand manipulatingartselements,principlesand/orconventionswhendesigning,makingandpresentingartsworksfor particularpurposesandaudiences.Forexample:

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Studentsworkbothindependentlyandcollaborativelytodevelopcreativeandeffectivewaysofcombiningand manipulatingartselements,principlesand/orconventionswhendesigning,makingandpresentingartsworksfor particularpurposesandaudiences.Forexample:

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inMusic,inresponsetolearningandperformingsongs,thatreflectthehumanspiritstudents,individuallyor collaboratively,composeandusingconventionalorunconventionalnotation,writedown,thenpresenttheirmusical responsetoanissueholdingpersonalinterestforthem.

Withinandacrossspecificartsdisciplinesandartsforms,studentsexperimentwithimaginativeandinnovativewaysof usingtraditionalandcontemporaryskills,techniquesandprocessesandavarietyofmedia,materials,equipmentand technologiesdrawnfromarangeofcontexts.Forexample:

Studentsuseevaluationandreflectionontheirartsexperiencestoimprovethemakingandpresentingoftheirartsworks. Theymaintainarecordoftheirexploration,developmentandrefiningofideas,useofelementsandprinciplesand/or conventionsandapplicationoftechniquesandprocesseswhenmakingandpresentingtheirartsworks.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inMedia,studentsresearchissuesrelatedtobodyimageandthevisualmediasroleintheconstructionoftheideal bodyform,thentheyidentify,analyseanddiscussimagesfoundinpopularmagazinesthatcontributetobodyimage issues.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inMusic,inresponsetolearningandperformingsongs,thatreflectthehumanspiritstudents,individuallyor collaboratively,composeandusingconventionalorunconventionalnotation,writedown,thenpresenttheirmusical responsetoanissueholdingpersonalinterestforthem.

Withinandacrossspecificartsdisciplinesandartsforms,studentsexperimentwithimaginativeandinnovativewaysof usingtraditionalandcontemporaryskills,techniquesandprocessesandavarietyofmedia,materials,equipmentand technologiesdrawnfromarangeofcontexts.Forexample:

Studentsuseevaluationandreflectionontheirartsexperiencestoimprovethemakingandpresentingoftheirartsworks. Theymaintainarecordoftheirexploration,developmentandrefiningofideas,useofelementsandprinciplesand/or conventionsandapplicationoftechniquesandprocesseswhenmakingandpresentingtheirartsworks.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

inMedia,studentsresearchissuesrelatedtobodyimageandthevisualmediasroleintheconstructionoftheideal bodyform,thentheyidentify,analyseanddiscussimagesfoundinpopularmagazinesthatcontributetobodyimage issues.

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013

Civics and Citizenship

VCAA | AusVELS Curriculum | Date PDF created: Thursday, 14 February 2013